Technology, Pedagogy and Education

ISSN: 0962-029X (Print) (Online) Journal homepage: https://www.tandfonline.com/loi/rtpe19

Pre-service teachers' use of technology to

create instructional materials: a school-college
partnership

Askin Asan

To cite this article: Askin Asan (2002) Pre-service teachers' use of technology to create
instructional materials: a school-college partnership, Technology, Pedagogy and Education, 11:2,
217-232, DOI: 10.1080/14759390200200133

To link to this article: https://doi.org/10.1080/14759390200200133

Published online: 20 Dec 2006.

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Journal of Information Technology for Teacher Education, Vol. 11, No. 2, 2002

Pre-service Teachers’ Use of Technology

to Create Instructional Materials:
a school-college partnership

ASKIN ASAN
Karadeniz Technical University, Trabzon, Turkey

ABSTRACT The field experience component has always been a vital part of
teacher education programs (Paese, 1989). This article describes collaborative
work designed to give an opportunity to pre-service teachers to mesh theory
with practice in an instructional material preparation course. Pre-service
teachers were assigned to complete a computer project, which will be used to
support classroom lessons. These projects were supervised by the classroom
teachers at the basic education schools and the supervising professor at the
College of Education. As a result of this collaborative work, pre-service
teachers and classroom teachers practiced developing instructional materials
and integrating technology in subject content areas, became more comfortable
with the technology and developed greater proficiency in their computer use.

Introduction
Technology is a rapidly developing and changing phenomenon, resulting in
great challenges and changes for educators and education. The
restructuring of schools, the composition of national and provincial
curricula, the development of benchmark assessments – all these things are
of little value if they do not take the teacher into account (Hargreaves,
1996). Effective adoption of new technologies in classroom settings requires
teachers not only to have the knowledge about the technology but also to
have experienced successful models of computer integration in a teaching
and learning environment (Lee, 1997).
The movement toward the development of national education in
Turkey revitalized interest in using computer technology in basic education.
The Ministry of National Education (MONE) has made efforts to encourage
the use of technology in education to cope with the new challenges of an
information society. The Government has sought assistance to introduce a
number of projects aimed at improving the quality of education. These

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include upgrading the curricula and instructional materials, revising student

achievement tests, improving the teacher training system, and increasing the
research component in education. In the process, a number of policy
initiatives emerged to strengthen the education system in the country. Two
hundred schools were equipped to work as curriculum laboratories, to test
the new curricula and teaching materials, and 53 schools were identified as
Computer Experimental Schools (CES), where information technology would
be integrated with the teaching-learning process to facilitate education. The
CES schools, which had had no previous exposure to information
technology, were to receive computer hardware, software, teacher training
and minor facility renovation where required (Schware & Jaramillo, 2000).
The Basic Education Pilot Project (BEPP) was jointly designed and
implemented by the Ministry of National Education and UNICEF since 1990
to realize the vision of meeting the basic learning needs of all children. The
MONE intended under the Basic Education Program that ‘all basic
education age students have access to computers in the learning process’
(BEPP, 1998) in order to attain computer literacy, support and enhance
access to existing curricula and open the computer laboratories to the local
community as a technology-intensive learning environment.
However, even though the provision of computers into schools has
proceeded rapidly, there are many difficulties and problems standing in the
way of effective use of educational technology in Turkey’s classrooms. There
are schools who still have no, or few, teachers who are trained sufficiently to
use technology in their classroom. Computers are not fully utilized in the
classroom because many teachers do not know how to operate them.
According to a study conducted by Orhun (2000) at secondary schools
in Izmir in Turkey, the extent of the implementation of information
technologies in secondary schools was rather limited 3 years after its
initiation. Most of the use of computers in teaching was ‘teaching about
computers’, was very limited and mostly took place in vocational schools.
Teachers’ lack of knowledge and skills about using computers for
instructional purposes was the most important problem encountered in
implementing computer use in teaching. Lack of software, insufficient
training opportunities, insufficient expertise/guidance and help for
instructional use, insufficient technical assistance, and insufficient number of
computers available were the other major problems.
Results of a study (Cagiltay et al, 2001) found that teachers were not
sufficiently trained to use computers in their classroom but they agreed that
technology will significantly influence education and that the ultimate goal
of teacher computer literacy training should be to have computer-literate
teachers who utilize computer technology successfully in the classroom.
There are some obstacles in pre-service education also. Most teachers
graduate from teacher preparation institutions with a limited knowledge of
the ways technology can be used in their professional practice. Most
technology instruction in Colleges of Education involves teaching about

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technology as a separate subject, not teaching with technology by

integrating it into other coursework to provide a model for instructional use
(Asan, 1999).
Literature on teacher preparation reform has strongly advocated
learning environments where university faculty, as well as school faculty and
administration, work together to improve learning and practice for all
participants (Holmes Group, 1995). School reform and the reform of teacher
education require simultaneous renewal (Goodlad, 1994). Thus it is the
collaborative effort of school and university personnel that provides the
catalyst for the restructuring and transforming of both institutions (Case et
al, 1993; Stoddart, 1993) to successfully meet the challenges of the twenty-
first century.

The Focus of the Study

The objectives of this study included:

o helping pre-service teachers get acquainted with the school and develop
their pedagogical knowledge, skill and attitudes;
o increasing strategies by which pre-service teachers can better develop
instructional materials;
o creating an environment for pre-service and in-service teachers to express
positive attitudes toward computer tasks;
o building an effective faculty-school partnership.

The participants were 39 pre-service teachers taking an instructional

material preparation core course in the Computer Education and
Instructional Technology Program in the Faculty of Education at Karadeniz
Technical University, Trabzon, Turkey. These pre-service teachers had
already received background knowledge and experience in computer
literacy. They were assigned to complete a computer project, which was
planned to support classroom lessons. These projects were supervised by the
mentor classroom teacher at the basic education schools and the supervising
professor at the College of Education. Ten mentor teachers participated in
this study. The mentor teachers were classroom teachers working in basic
education schools in Trabzon. They did not have a strong background or
education in computer use, only an interest in learning to use technology for
her/his curriculum. The supervising professor was a researcher and
instructor who worked at the Computer Education and Instructional
Technology Department as an assistant professor.
The participant pre-service teachers were divided into working groups
(three to four students in a group). One mentor teacher was assigned to a
group as a subject matter specialist. The study group met once a week for
90 minutes over a period of 4 months. The pre-service teachers were
assigned to complete a computer project, which would be used to support at

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least one lesson plan in the mentor teachers’ regular curriculum. The
computer projects were mainly focused on producing instructional materials
by using available computer application programs. The researcher provided
guidance, ideas, and suggestions during the development process. The
collaborative effort of the students was supported by the mentor teacher
who took responsibility for the outcome of the collaborative effort.
To further examine what may contribute to successful learning and
how to increase teachers’ appreciation of computers in education, the
researcher administered a survey and interviewed the pre-service teachers
and mentor teachers.
Participants were interviewed, observed, and asked to keep a journal of
their experiences. Interview questions contained items concerning
perceptions of the learning tasks and the participants’ experiences
(Appendix A). Participants were also asked to think about the whole
experience and write a journal that described how this experience has
affected them as a teacher (Appendix B). The methods utilized were
naturalistic and flowed from the mentor teacher-student teacher interactions.
Responses were content analyzed and grouped according to themes that
emerged.

The Structure of the Pre-service Course

In this study, a constructivist model was applied in the course outlines.
Constructivist theory is based on the observation that learners construct
mental models of physical phenomena. Rather than lecture and specific step-
by-step presentation, curricula have been based on projects, authentic tasks,
real-world contexts (Anderson & Roth, 1989). The course was radically
redesigned with a shift from whole-class to small-group instruction, from
individual to tutorial instruction, from lecture to coaching, from summative
tests to performance assessment, and from isolation to cooperative learning.
The curriculum was based on major concepts rather than a long list of
objectives and was focused on competencies rather than meeting externally
imposed criteria. The intention was for pre-service teachers to learn content
and skills within an authentic context of carefully selected authentic
problems and to practice skills over a long period of time. The classrooms
are less teacher centered and more student centered. The students knew the
requirements and assignments, but received individualized, group, and
project-based instruction. The pre-service teachers were expected to assume
responsibility for their own learning.
The instructional material preparation course was divided into two
sections. The first section of the course outlined major implications of
learning theories as they are applied in the development of instructional
materials. It introduced all major types and formats of instructional media
including audio, visual, audiovisual and computers. The first part of the
course also provided the necessary background and skills in selection,

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development and assessment of all types of instructional media. The second

part of the course provided the opportunity for pre-service teachers to
practice their knowledge and skills in the real school settings. The course
was structured so that participants were engaged in hands-on activities to
gain insights about how computers can be used to improve teachers’
efficiency and productivity, and can be integrated into the curriculum.

Development of Instructional Materials

The process of the instructional material development (shown in Figure 1)
was based upon the following model (Levy, 1999):

Subject/Topic Concept Defining

Selection Mapping Learning Plan

Information
Gathering

Knowledge
Presentation Information
Processing

Figure 1. The process of instructional material development.

Choosing a Subject
The first step was to select a subject area to work in. Every group of pre-
service teachers worked with mentor teachers who were subject matter
experts and familiar with the subject content and the general needs of
students in that field. The chosen general subject area was too broad a topic
to deal with in a single set of instructional material, so dividing the topic
into subtopics was a logical second step. This is done by examining
curriculum guides, textbooks, and standardized tests in the field to
determine exactly what the curriculum consists of. After identifying a
potential topic, the team considered what kind of instructional media could
help to teach the subject and what other instructional needs were relevant
to that topic. Mentor teachers played an important role in determining the
instructional needs.
In this collaborative work, upon selection of a topic, the team worked
on concept mapping and explored the roots of the subject and its

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relationship to other topics, areas or fields (Chown et al, 1995; Jonassen et

al, 1993; Lawson, 1994, Novak, 1993). Students placed broad general
concepts at the top and the more specific concepts at the lower levels. The
picture showed the students the super-ordinate and subordinate
relationships of the topic. Students placed key concepts in ovals and placed
the linking words along the lines connecting the major ideas. Concept
mapping promotes meaning through active learning because the students
must make connections between the ideas in the picture and those in their
minds. During the concept mapping the pre-service teachers determined
pathways for organizing meanings. Mentor teachers negotiated meaning
with students, pointing out misconceptions. The concept map helped
students to make reasonable selections of what to focus on in the learning
project. Making associations or connections between ideas, and deciding
what information links to what other information, had an important
cognitive role. It added an extra element to the project because it helped the
students to consider how information is interrelated, organized and
structured. The maps that students needed to design might show the
structure of routes between screens of information, interactive elements,
animation sequences and sketches of the basic content on each screen
(Lachs, 2000). Figure 2 shows an example concept map that was generated
by pre-service teachers about environmental pollution.

Defining the Learner Characteristics

The purpose was to determine which of the required enabling skills the
learners bring to the learning task. Some learners will know more than
others, so the designer must choose where to start the instruction (Gagné et
al, 1992). The characteristics of the learners – those pupils who will be
seeing, using, and learning from the material – were identified with the help
of the mentor teacher. The pre-service teachers were informed that learner
characteristics such as age and educational level, knowledge of the subject,
skills relating to it, attitude toward it, cultural context, and individual
differences within the group all had a bearing on the objectives and the
treatment of the topic.

Stating Objectives
At this stage, it was necessary to translate the needs and goals into
performance objectives that were sufficiently specific and detailed in order to
plan and develop the materials and the delivery system (Gagné et al, 1992).
The mentor teachers assisted the pre-service teachers when formulating
objectives. They tried to state objectives clearly and unambiguously.

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Figure 2. The concept map of environmental pollution.

Generating Evaluation Measures

After carefully examining the performance objectives, students stated the
appropriate measures to determine whether the learner has obtained the
desired behavior and met the objective. Early determination of performance
measures helped to focus on the goal of student learning and on the
instruction needed to facilitate that learning.

Listing Available Information Resources

Students stated the resources they were going to use in order to obtain the
information and data needed to accomplish the project. They listed all the
information resources needed for the project such as printed materials:
books, textbooks, teacher worksheets, and digital materials: the Internet,
utility software and electronic portfolios. To develop materials, the team
decided to use Office tools such as Microsoft Word, Microsoft Excel, and
Microsoft PowerPoint.
After completion of the learning plan, the team divided the work
among the group members. The group began to collect all the information
and data needed for the material.

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Information Gathering and Processing

The spirit of sharing has prompted people all over the world to make
available large databases on a wide variety of topics (Long & Long, 1997).
Databases help learners organize and visually represent what they know.
Database management systems also help students integrate and interrelate
content ideas, which in turn makes the ideas more meaningful and more
memorable. To build the data model, students must first decide what the
appropriate content relationships are. They must then search for the
information in a systematic fashion in order to fill the database. The
searching and sorting of the database required to answer queries can
generate a variety of comparisons and contrasts depending on which fields
are selected for searching and sorting. Intellectually, these processes require
the organization and integration of a content domain (Jonassen, 2000).
Students organized all the data in digital files, in directories and
subdirectories to manage the information and data. They also used Microsoft
Access for constructing databases. They determined what fields were
required and discussed them in terms of how completely and accurately they
reflected the content domain and how well they facilitated access to
information in them. Building the databases helped the pre-service teachers
to organize information by identifying the underlying dimensions of the
content. The students determined which information to collect and
organized seemingly unrelated bits of information into meaningful
categories. In this stage mentor teachers and faculty members guided the
development of the categories. This was the most comprehensive activity,
requiring learners to identify variables and information needs, build data
structures, access information and complete and search the database. The
direct and immediate access to all kinds of forms of data they collected made
the information processing part of the learning much more useful.

Knowledge Presentation
The process by which the knowledge obtained becomes a presentation is not
only a technical procedure; it is a reflective process of learning (Levy, 1999).
To produce a presentation of their work, the pre-service teachers recapped
the entire learning process in terms of the aims of their project. The mentor
teachers assisted them with clarifying the logic of the ideas of the
presentation. The team reconsidered and planned what they wished to say,
show and present. A tutorial lesson was designed by the researcher to
familiarize pre-service teachers and mentor teachers with the technical
aspects of constructing their own presentations. A step-by-step, simplified set
of instructions was given to each team.
After the tutorial lesson, each team began to create their projects,
which would be the material for the mentor teachers’ classrooms during the
following academic year. They imported documents from scanned artifacts,

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from Internet resources and combined their ideas on slides by using

PowerPoint. Using text with graphics, pictures, animations, sound segments
and video segments helped a great deal in the construction of an idea. The
most important consideration was given to message clarity when developing
presentations. The students considered balance, shape, emphasis, contrast,
color, and harmony when preparing a layout for a visual. Figure 3 shows an
example of a slide that included video segments.

Figure 3. A slide which included video segments about environmental pollution.

Findings: participant’s reflections

Model of Learning
The pre-service teachers clearly enjoyed class assignments and were
frequently participating in them. Interviews provided strong, consistent
evidence for this conclusion. They reported that the best parts of the course
were related to the hands-on, constructivist nature of the tasks and frequent
use of hi-tech equipment. Their comments suggested that a balance between
hands-on, experiential learning and content knowledge was important.
Responses from the pre-service teachers indicated that they benefited from
participating in this kind of course by improving their technology skills and
gaining additional knowledge in the academic areas. They said:
This model of learning allowed us to construct our knowledge in a
meaningful way. This model of learning enabled us to accurately access

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information, to interact with it, and manage it and it has provided a

unique and positive opportunity to experience and receive the benefits
of working with others.
Another responded:
This class promoted an image of professional teachers using computers
to make teaching and learning more productive for themselves as a
professional and for their students as learners.
Also, when pre-service teachers were asked ‘What did you have learn about
developing instructional materials from having participated in this course?’,
the responses included the following: teachers must be knowledgeable about
the nature of the learner and they must organize the structure of the
learning. Teachers must re-evaluate the instructional objectives and rethink
the instructional strategy when developing instructional materials.
According to pre-service teachers, developing effective instructional
materials must incorporate various skills and expertise associated with both
pedagogy and technology.

Computer Skills of Pre-service and Mentor Teachers

The mentor teachers did not have a strong background or education in
computer use. Most of them did not even know how to turn on a computer.
They were aware of the useful aspects of technology for their classroom but
were in need of a nurturing environment and coaching. The following are
two examples of the mentor teachers’ reflections:
I was eager to interact with my pre-service teachers who had
demonstrated tremendous technical sophistication during the course. I
felt increasingly challenged by the need to develop my social studies
methods course using technological competencies which I, admittedly,
lacked.

I was anxious at the beginning. We established weekly meeting times

and shared goals and objectives for our collaborative sessions. We
looked over my lesson plan and decided where the technology can be
used. In a risk-free atmosphere I asked rudimentary questions about
files, folders, menu bars, toolbars, and how an application works.
Through the semester, I learned new skills and I was courageous
enough to prepare a PowerPoint presentation for my other lessons.
The pre-service teachers already had extensive professional experience
working with computers. They were in need of time to acquire, practice, and
transfer their computer skills. They had the opportunity to work with
experienced teachers and took advantage of the technology, which helped to
improve their productivity. One of the pre-service teachers said: ‘I was eager

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to work with the school teacher and to help him to integrate technology into
his lesson plan. I also had sufficient time to practice my computer skills.’

Attitudes
Both pre-service teachers and mentor teachers had a strong motivation and
expressed positive attitudes towards the power of computers and the value
of using computers in education. They found the computer tasks interesting
and useful, and showed great appreciation of the computer resources. The
mentor teachers came up with good ideas to apply computers in their
everyday classes, and demonstrated great appreciation of the possibilities of
computers. They expressed great enthusiasm when engaged in some
practical tasks for productivity purposes. The pre-service teachers did not
have the practical school experience but after the collaborative work they
understood the necessity to improve their work with computers. The pre-
service and mentor teachers’ positive attitudes helped contribute to more
meaningful learning and higher appreciation about computer tasks.
Jonassen et al (1999) described meaningful learning as an active,
constructive, intentional, authentic, and cooperative process. In meaningful
learning processes learners interact with an environment and manipulate the
objects in that environment, observing the effects of their interventions and
constructing their own interpretations of the phenomena and the results of
the manipulation. Learners articulate their learning goals and learning tasks
that are situated in some case-based or problem-based learning
environments. They can work in groups, socially negotiating a common
expectation and understanding of the task and the methods they will use to
accomplish it. In this study, mentor teachers reported remarkable gains,
because as one said:
I was very frightened at first, when we began talking about the
computer with the pre-service teachers, I must admit that I was
frustrated and felt overwhelmed. I feel that as a teacher I should have
knowledge of how the computer works. Therefore I think it was very
important for me to have this kind of experience.
Another responded:
I had participated in an in-service training course organized by the
ministry, but the lessons were very meaningless. But now I think that
the computer has superiority. You yourself create something on the
computer.
A clear area of growth was in participants’ attitudes, skills, and knowledge
regarding the use of computers in the classroom. In the words of four pre-
service teachers:

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College courses are usually theoretical, you can’t examine the real
situation. To use the computer in the real school setting, of course, was
very beneficial and meaningful for us.

… this class has changed the way I think about teaching. Having this
kind of experience with the computer gives new ways to design lessons
and activities.

This course enabled us to work in a real school setting and stress-free

environment where we may communicate with one another for support.
We acquired both the content and the pedagogical understanding
needed to teach with computer-based technologies.

I understand the power of telecommunications. The World Wide Web

can be used in so many creative ways.

Collaboration
The pre-service teachers and mentor teachers helped one another through
an effective exchange of ideas and information. The pre-service teachers had
access to the campus computers on a frequent basis and during group
working they and the mentor teachers had easy access to computers at their
school. Access to the Internet provided a host of opportunities for
exploration and resources on an endless variety of topics for students and
teachers. Both pre-service teachers and mentor teachers enjoyed working on
a computer with a group. They found the tasks interesting and they felt
encouraged in producing quality products. Learning in a cooperative setting
was fun.
Use of technology provided unrestricted access to video, graphical,
audio, and textual material. While working on the project participants
obtained the technical skills and knowledge needed for working with a word
processor, spreadsheet, presentation software and the Internet and exploited
the potential of computer use and their ability to integrate this technology
into teaching situations. The pre-service teachers and mentor teachers
agreed together that this was one way to expose students to a learning
environment in which they could experience aspects of classroom teaching
from a range of perspectives, and to view a multitude of important ideas and
representations of knowledge. One mentor teacher reflected:
I realize the power of new technologies to impact on teaching and
learning. Bringing this technology into the classroom will change
teaching methods. Also I saw that technology could be a meaningful,
active component of the entire curriculum.
The following is one example of a pre-service teacher response:

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 DEVELOPING INSTRUCTIONAL MATERIALS

There is little doubt that our group relationship was a key factor in our
success. Developing such a positive relationship helped a truly enjoyable
experience for us. Another benefit to working collaboratively is that our
total attention was on the task at hand, thus allowing us to make
significant progress in a short amount of time.

Conclusion
There is a strong emphasis today on computer integration into the
classroom with a focus on the technologies available. In addition to being
proficient in employing effective instructional materials, teachers who are
keen to succeed in today’s world must also have technology skills.
One of the problems in teacher education is a disconnection between
theory and practice during the process of student teaching. However, giving
an opportunity for pre-service teachers to work with teachers in a real
school setting can facilitate the construction of more powerful and
productive understandings – the sort of understanding that will be needed
as the pre-service teachers move into their own classrooms. There is also a
challenge for classroom teachers to use and incorporate technology into
their classroom activities.
This collaborative work helped pre-service teachers and classroom
teachers to become more comfortable with the technology and develop a
greater proficiency in their computer use. The classroom teachers were
willing to commit to in-service training that would expand and enrich them
in their profession. Pre-service teachers explored new teaching methods in
an environment of collaboration with experienced teachers. It appeared that
collaboration in learning worked well for classroom teachers as well as pre-
service teachers.

Correspondence
Dr Askin Asan, Computer Education and Instructional Technology
Department, Faculty of Education, Karadeniz Technical University,
Sogutlu, Trabzon, Turkey ([email protected]).

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APPENDIX A
Interview questions (for pre-service teachers and mentor teachers)
Please answer the following questions:
o How would you describe the learning environment? Does it facilitate
learning? How do you know?
o What was your most useful experience?
o What do you think was the most effective part of this activity?
o What is your overall impression of this group activity?
o How has this collaborative work helped you?
o What worked really well?
o What did you enjoy doing?
o What did you learn about yourself throughout this process?

APPENDIX B
Journal entries (for pre-service teachers and mentor teachers)

(For Mentor Teacher)

Date:.....................................
How do I feel about completing the experience with my student teacher?
……………………………………………………………………………
……………………………………………………………………………

REFLECTIVE QUESTIONS
An area of growth and development I noticed in my student teacher
Something I learned from my student teacher during this activity
What I learned about myself as a teacher during this experience
Was this experience worthwhile for me and for my classroom?

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(For Pre-service Teacher)

Date:.....................................
How do I feel about completing the experience with my mentor teacher?
……………………………………………………………………………
……………………………………………………………………………
REFLECTIVE QUESTIONS
An area of growth and development I noticed in myself during this
experience
Something I learned from my mentor teacher during this activity
What I learned about myself as a teacher during this experience

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