Smart Lesson Planning Environments for Deeper Learning: A Kuwaiti Case Study in Teacher Education

Smart Lesson Planning Environments for Deeper Learning: A Kuwaiti Case Study in Teacher Education

Suad Abdul Aziz Al-Furaih (Kuwait University, Kuwait)
Copyright: © 2019 |Pages: 22
DOI: 10.4018/978-1-5225-6136-1.ch009


This chapter is related to pre-service teachers preparing to teach in Kuwait public schools. Pre-service teachers were enrolled in an instructional technology course related to how to integrate emerging technologies, especially Web 2.0 tools, in their teaching. This course emphasized the connection between theory and practice reinforcing the process of how pre-service teachers smartly think about using web tools as means to enable them to experience deeper thinking when creating their lesson plans. This deeper thinking process will prepare them to transfer their gained experience into their actual teaching field. A conceptual model combining 7P-ILD with ASSURE model aided the design of the smart lesson planning environment. This design enables pre-service teachers to create innovative lesson ideas in the cloud environment. The lesson ideas and tools that were used to engage deeper learning enabled pre-service teachers to share their ideas with a wider audience and at the same time allowed the wider audience to assimilate these ideas into their own lesson structures.
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Problem Statement

There is dissatisfaction among the Ministry of Education (MOE), Kuwait on the quality of pre-service teachers graduating from teacher preparation programs in spite of the MOE’s efforts in providing professional development programs and ICT tools (National Center for Education Development, 2013). This dissatisfaction is linked generally to various factors in teacher preparation and particularly to the use and transfer of ICT skills in public schools in Kuwait. To mitigate the problem, a pedagogically sound learning environment was created to allow pre-service teachers to apply and transfer their knowledge, skills and competencies within a compulsory instructional technology course, which required them to build technology-rich lesson plans using smart technology processes. The method used by the pre-service teachers to build the innovative technology-rich lesson plans followed a conceptual model combining 7P-ILD (Al-Furaih, 2017a) with the ASSURE model (Heinich, Molenda, Russell & Smaldino, 2001). The idea of providing a conceptual model is to first use proven theories of technology integration, and secondly to provide a smart environment for pre-service teachers for their ideas to emerge implicitly and innovatively when they design technology-rich lesson plans using cloud enabled technologies.

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