Abstract
When designing units for instruction teachers must integrate information from several types of knowledge bases, for instance, information about subject specific pedagogy (pedagogical content knowledge), general pedagogy, the subject-matter (content knowledge), and learners (including their developmental level and prior knowledge). We at the University of Michigan have developed a unique approach to helping preservice teachers gain expertise in this activity. In addition to revising the courses the preservice teachers take (in elementary education), they use a computer-aided design tool, IByD (Instruction by Design) that supports them as they develop unit designs. This chapter focuses on a first experiment we conducted with IByD; 13 preservice teachers used IByD for one semester during an Educational Psychology course. We found that IByD users produced work which was more thorough than non-IByD users in developing their unit designs, and that IByD users were more systematic in how explicit and discrete they were when considering various instructional issues and applying them to activities. Further, we present evidence which suggests that novice teachers internalized and benefited from the scaffolding provided by the program, for instance, prompts in templates.
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© 1992 Springer-Verlag Berlin Heidelberg
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Urdan, T., Blumenfeld, P., Soloway, E., Brade, K. (1992). IByD: Computer support for developing unit plans: A first study. In: Dijkstra, S., Krammer, H.P.M., van Merriënboer, J.J.G. (eds) Instructional Models in Computer-Based Learning Environments. NATO ASI Series, vol 104. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-02840-7_20
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DOI: https://doi.org/10.1007/978-3-662-02840-7_20
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