ICT integration in teachers' lesson plans: A scoping review of empirical studies

The paper applies a scoping review of k = 16 empirical studies from nine countries and three continents that aim at an empirical investigation of teachers' ICT integration in lesson plans as part of their professional competence. We summarise the results into four sections: conceptualisations,...

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Bibliographic Details
Published in:European journal of teacher education 2024-08, Vol.47 (4), p.821-849
Main Authors: König, Johannes, Heine, Sandra, Jäger-Biela, Daniela, Rothland, Martin
Format: Article
Language:English
Subjects:
Competence
Educational technology
ICT
lesson plan
Lesson plans
teacher
Teacher education
TPACK
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Summary:The paper applies a scoping review of k = 16 empirical studies from nine countries and three continents that aim at an empirical investigation of teachers' ICT integration in lesson plans as part of their professional competence. We summarise the results into four sections: conceptualisations, study design, measurement instruments, and key findings of studies. Although most studies predominantly relate their conceptualisations on the TPACK model, they go beyond in addressing ICT integration in lesson plans as a skill, using various measurement instruments. We therefore link key findings of studies to the teacher competence discourse, highlighting ICT integration in lesson plans as a situation-specific skill of teachers, being predicted by teacher knowledge and beliefs and predicting observable teacher performance in class. Moreover, intervention studies inform about the change of ICT integration in lesson plans effected by learning opportunities both in initial teacher education and in teacher professional development.
ISSN:0261-9768
1469-5928
DOI:10.1080/02619768.2022.2138323