An investigation of technology-rich lesson plans: Science teachers’ views on technology integration

Murat Gezer; Levent Durdu

doi:10.17275/per.25.14.12.1

EN

An investigation of technology-rich lesson plans: Science teachers’ views on technology integration

Abstract

Numerous studies have extensively explored technology integration in instructional processes, covering learning outcomes, barriers, administrative support, and teachers' technological proficiency. However, limited research has specifically investigated teachers' perceptions of technology-rich instructional methods. This study involved a collaborative effort between a researcher and three science educators to develop technology-rich lesson plans. It aimed to investigate science teachers' perspectives on technology integration, encompassing aspects such as professional satisfaction, preparation time, provision of pre-designed lesson plans and materials, and preferences for technology-rich teaching approaches across distinct demographic variables. Utilizing a design-based research approach with a mixed-method design, this study employed a sequential triangulation model. The quantitative phase engaged sixty-three science teachers, complemented by a qualitative phase with three participants. Data collection methods included the Technology-rich Lesson Plan Evaluation Survey and semi-structured interviews. Teachers assessed three lesson plans for instructional appropriateness and technology integration dimensions. The Chi-Square test analyzed variations in teachers' opinions towards technology integration based on demographic characteristics such as gender, work experience, and self-reported computer competency. While not statistically significant, the results suggest that pre-designed technology-rich lesson plans positively impact professional satisfaction and reduce lesson preparation time. Teachers emphasized the necessity of providing such pre-designed lesson plans and materials for all learning outcomes, indicating a clear intention towards technology-rich teaching methodologies over traditional.

Keywords

professional satisfaction, science teachers, technology integration, technology-rich lesson plans

Supporting Institution

No funds, grants, or other support was received. The authors have no financial or proprietary interests in any material discussed in this article.

Ethical Statement

According to the decision dated 04.03.2021 with reference number E.29623 from the Kocaeli University Social and Human Sciences Ethics Committee, a unanimous decision was made that there are no ethical concerns regarding the implementation of this study from the perspective of scientific research and publication ethics. The participants were informed about the research and data collection procedure and signed a written informed consent, indicating their willingness.

Thanks

We would like to thank all participants who voluntarily participated in the study.

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Zhang, W., & Tang, J. (2021). Teachers’ TPACK development: A review of literature. Open Journal of Social Sciences, 9(7), 367-380. https://doi.org/10.4236/jss.2021.97027

Details

Primary Language

English

Subjects

Specialist Studies in Education (Other)

Journal Section

Research Article

Authors

Murat Gezer
0000-0002-9842-2310
Türkiye

Levent Durdu ^*
0000-0003-3788-7226
Türkiye

Early Pub Date

December 27, 2024

Publication Date

January 1, 2025

Submission Date

October 7, 2024

Acceptance Date

October 29, 2024

Published in Issue

Year 2025 Volume: 12 Number: 1

DOI

https://doi.org/10.17275/per.25.14.12.1

IZ

https://izlik.org/JA85GA43GB

APA

Gezer, M., & Durdu, L. (2025). An investigation of technology-rich lesson plans: Science teachers’ views on technology integration. Participatory Educational Research, 12(1), 264-286. https://doi.org/10.17275/per.25.14.12.1

AMA

1.Gezer M, Durdu L. An investigation of technology-rich lesson plans: Science teachers’ views on technology integration. PER. 2025;12(1):264-286. doi:10.17275/per.25.14.12.1

Chicago

Gezer, Murat, and Levent Durdu. 2025. “An Investigation of Technology-Rich Lesson Plans: Science Teachers’ Views on Technology Integration”. Participatory Educational Research 12 (1): 264-86. https://doi.org/10.17275/per.25.14.12.1.

EndNote

Gezer M, Durdu L (January 1, 2025) An investigation of technology-rich lesson plans: Science teachers’ views on technology integration. Participatory Educational Research 12 1 264–286.

IEEE

[1]M. Gezer and L. Durdu, “An investigation of technology-rich lesson plans: Science teachers’ views on technology integration”, PER, vol. 12, no. 1, pp. 264–286, Jan. 2025, doi: 10.17275/per.25.14.12.1.

ISNAD

Gezer, Murat - Durdu, Levent. “An Investigation of Technology-Rich Lesson Plans: Science Teachers’ Views on Technology Integration”. Participatory Educational Research 12/1 (January 1, 2025): 264-286. https://doi.org/10.17275/per.25.14.12.1.

JAMA

1.Gezer M, Durdu L. An investigation of technology-rich lesson plans: Science teachers’ views on technology integration. PER. 2025;12:264–286.

MLA

Gezer, Murat, and Levent Durdu. “An Investigation of Technology-Rich Lesson Plans: Science Teachers’ Views on Technology Integration”. Participatory Educational Research, vol. 12, no. 1, Jan. 2025, pp. 264-86, doi:10.17275/per.25.14.12.1.

Vancouver

1.Murat Gezer, Levent Durdu. An investigation of technology-rich lesson plans: Science teachers’ views on technology integration. PER. 2025 Jan. 1;12(1):264-86. doi:10.17275/per.25.14.12.1