Scaffolding computer-supported collaborative lesson design: A spiral model

Abstract

This paper presents a computer-supported collaborative lesson design approach supported by a spiral model of collaborative knowledge improvement (SMCKI) to develop pre-service teachers’ competency in designing ICT-integrated lesson for the teaching and learning of Chinese language. The computer-supported collaborative lesson design approach served to deepen pre-service teachers’ understanding of lesson design using the technology, pedagogy and content knowledge (TPACK) framework. Results showed that the SMCKI is effective in supporting pre-service teachers’ collaborative lesson design. Commencing with an individual brainstorming phase, the SMCKI pedagogical model scaffolds the pre-service teachers through an intra-group synergizing phase, an inter-group critique phase and an intra-group refinement phase, to support the advancement of their collective and individual knowledge in the collaborative lesson design. The findings show that the employment of SMCKI on computer-supported collaborative lesson design was able to bring about a collaborative knowledge improvement to designing ICT-integrated lesson in the teacher preparatory course.