Abstract

Teachers have become acquainted with integrating technology (IT) and embedding it in lesson plans. However, the workshops given have typically focussed on hardware and software functions, rather than lesson planning. This research examined the use of an instructional technology matrix (ITM) to create lesson plans by applying Jonassen and Tessmer's constructivist taxonomy and ASSURE model with the hypothesis that an ITM would enhance teachers' abilities to use and create IT lessons. A workshop was given to undergraduate students in Education who were enrolled in an ITC summer class. A pre and post-questionnaire measuring their IT use and perceptions were given. As an end product of the workshop, the participants were invited to produce a lesson plan integrating the ITM. Further, two independent evaluators were asked to evaluate if the ITM was suited to teachers' needs in most educational reform plans. The research deals with two questions: (a) Is there a difference between the teacher's approach and the reform's project-oriented approach? (b) Could the elaboration of an instructional technology matrix for teachers (ITM), demonstrating the use of different level of cognitive learning, become an influential factor in IT lesson planning? Comments regarding the results of the ITM workshop as well as suggestions for further research are discussed. The research concludes that not enough classes and workshops are given to train efficient and effective teachers to use ITC in an educational environment and the ITM did not have a significant impact on their attitudes toward lesson planning.