A range of collaborative design activities, guided by instructional design models such as TPACK, are necessary to train preservice teachers to create technology-rich lesson plans¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Instructional design models provide preservice teachers with frameworks and tools for pedagogical guidance when designing technology-rich lessons. → Jo Tondeur 2025 q3 i? Collaboration among preservice teachers and with mentors or external partners supports engagement with technology integration. → Jo Tondeur 2025 (2)

Evidence¶

Jo Tondeur 2025¶

Jo Tondeur, Ottavia Trevisan, Sarah K. Howard, Johan van Braak. (2025). Preparing preservice teachers to teach with digital technologies: An update of effective SQD-strategies. Computers & Education 232. https://doi.org/10.1016/j.compedu.2025.105262

q3 · i? · review · r2

Meta-aggregative synthesis for the Collaborative Design statement, aggregating six sub-categories including Instructional Design Models (n=23 studies), many focused on the TPACK framework. The review reports studies emphasised understanding TPACK components and their interplay in instructional design.

"Instructional design models provide preservice teachers with frameworks and tools for pedagogical guidance."

Jo Tondeur 2025 (2)¶

Jo Tondeur, Ottavia Trevisan, Sarah K. Howard, Johan van Braak. (2025). Preparing preservice teachers to teach with digital technologies: An update of effective SQD-strategies. Computers & Education 232. https://doi.org/10.1016/j.compedu.2025.105262

q3 · i? · review · r2

The Collaboration category (C4) was identified in 20 studies, comprising group work, partnership and digital communication sub-categories; the review reports partnerships with mentors fostered deeper engagement with technology integration.

"All these sub-categories highlight the importance of collaboration among preservice teachers."

Discussion¶

Related Claims¶

• A continuous cycle of authentic experiences and feedback supports preservice teachers to build their digital practice — related
• Netherlands case: design-based TPACK interventions improved student teachers' TPACK and were sustained, but scaling was delayed by leadership decision structures — related
• Lesson-plan quality grows steadily across three iterative design rounds, but no product reaches the excellent grade — related
• Familiarisation through modelling and exploration is necessary for preservice teachers to experience the potential of emerging technologies — related
• SAMR describes levels of subject-based technology integration but omits pedagogical, technological and learning-design supports for transitioning between stages — related
• A 13-week TPACK-based course significantly improves pre-service preschool teachers' instructional design competence compared with traditional instruction — a narrower finding that bears on this claim
• The educational value of GAI is contingent on pedagogical integration, not on the technology itself — related