To plan or not to plan
Technology integration in student teachers' lesson plans and their relation to dimensions of instructional quality
Bibliographic Data
| ID | 12086201 |
|---|---|
| Authors | Florian Hebibi (0000-0003-3561-6094, University of Potsdam, corresponding author), Isabell Runge (0000-0002-4335-7451, University of Potsdam), Rebecca Lazarides (0000-0003-0392-4981, University of Potsdam) |
| Year | 2026 |
| Volume | 173 |
| Pages | 105410-105410 |
| Publication date | 2026-01-27 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teaching and Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0742-051X • E-ISSN: 1879-2480 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.tate.2026.105410 |
| OpenAlex | W7125821364 |
| Language | EN |
| References cited | 34 |
Technology integration is an important aspect of modern classrooms. However, research is scarce that empirically addresses the question of how technology can be integrated into classroom settings in ways that support high-quality teaching. This study uses lesson plans of student teachers to examine how the integration of digital technologies into teaching processes aligns with theoretical principles of technology integration and dimensions of instructional quality. We analysed 130 anonymized lesson plans from teacher training seminars in Germany, identifying 568 instances of technology integration. Each instance was coded using two frameworks: the SAMR model (Substitution, Augmentation, Modification, Redefinition) and dimensions of instructional quality (cognitive activation, student support, classroom management). Most technology integrations remained at lower SAMR levels, such as substitution or minor enhancement. Higher SAMR levels were more likely to be associated with dimensions of instructional quality, particularly student support. By combining different theoretical perspectives, this study provides knowledge on how student teachers integrate technology into their lessons. The findings call for more systematic support for meaningful and theoretically grounded planning practices in teacher training. • Student teachers' lesson plans were analysed to examine planned digital technology integration. • Technology integration was coded using the SAMR model and dimensions of instructional quality. • Most integrations remained at low SAMR levels, high level integrations were more likely linked to dimensions of instructional quality. • Student support and cognitive activation were the most frequently addressed quality dimensions. • Results indicate a need for systematic support in theory-informed technology integration planning
Educational technology · Instructional design · Instructional technology · Lesson plan · Plan (archaeology · Quality (philosophy · Relation (database · Technology integration · Digital literacy in education · Educational Leadership and Innovation · Teacher Education and Leadership Studies
Active‐Constructive‐Interactive
Generic dimensions of teaching quality
The technology acceptance model (TAM)
The Icap Framework
An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement
Preparing pre-service teachers to integrate technology in education
Observations of Effective Teacher–Student Interactions in Secondary School Classrooms
Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans
Technological Pedagogical Content Knowledge
Interrater reliability
Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plans
What is “technology integration” and how is it measured in K-12 education? A systematic review of survey instruments from 2010 to 2021
ICT integration in teachers’ lesson plans
General pedagogical knowledge, pedagogical adaptivity in written lesson plans, and instructional practice among preservice teachers
Technology integration of pre-service teachers explained by attitudes and beliefs, competency, access, and experience
The Substitution Augmentation Modification Redefinition (Samr) Model
Conceptualization, Measurement, and Improvement of Classroom Processes
Teachers' Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
| Highly cited | No |
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