An investigation of technology-rich lesson plans: Science teachers’ views on technology integration

Numerous studies have extensively explored technology integration in instructional processes, covering learning outcomes, barriers, administrative support, and teachers' technological proficiency. However, limited research has specifically investigated teachers' perceptions of technology-rich instructional methods. This study involved a collaborative effort between a researcher and three science educators to develop technology-rich lesson plans. It aimed to investigate science teachers' perspectives on technology integration, encompassing aspects such as professional satisfaction, preparation time, provision of pre-designed lesson plans and materials, and preferences for technology-rich teaching approaches across distinct demographic variables. Utilizing a design-based research approach with a mixed-method design, this study employed a sequential triangulation model. The quantitative phase engaged sixty-three science teachers, complemented by a qualitative phase with three participants. Data collection methods included the Technology-rich Lesson Plan Evaluation Survey and semi-structured interviews. Teachers assessed three lesson plans for instructional appropriateness and technology integration dimensions. The Chi-Square test analyzed variations in teachers' opinions towards technology integration based on demographic characteristics such as gender, work experience, and self-reported computer competency. While not statistically significant, the results suggest that pre-designed technology-rich lesson plans positively impact professional satisfaction and reduce lesson preparation time. Teachers emphasized the necessity of providing such pre-designed lesson plans and materials for all learning outcomes, indicating a clear intention towards technology-rich teaching methodologies over traditional.