The Explicit Integration of Technology During Lesson Planning

The purpose of this study was to explore the following central research question: What supports do teachers need to develop a multimodal learning environment that integrates multiple technologies into literacy instruction? The study utilized two design phases to examine in increasing depth how to support teachers in the lesson planning process to increase multiliteracy practices, particularly their integration of technologies for classroom instruction. This study provides further understanding of what can influence teachers in their use of multiple forms and combinations of technology for planning, instruction and student deliverables in a Multimodal Literacy Environment. The data indicate that the participants understand how they want to use technology during literacy instruction and that they need additional training. One of the major themes in the findings was that teachers indicated that the choices provided in both phases of the lesson plan framework made them think more deeply about how they were planning. The findings show there was a definite disconnect between the written lesson plans the teacher submitted and how the lessons were conducted in the classroom. Teachers in the study, as with teachers in similar research, did much more mental planning than actually documenting their lesson plans. Teachers’ perceptions did evolve regarding how to use technology to teach English language arts, but it cannot be conclusively said that their perception changed about literacy. Overall, the research findings do support the assertion that teachers’ Technological Pedagogical Content Knowledge can be influenced by the type of lesson plan that they utilize to build their lesson