A multi-dimensional perspective on instructional design-based ICT integration: A case study


EDUCATION AND INFORMATION TECHNOLOGIES, vol.27, no.7, pp.9065-9098, 2022 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 27 Issue: 7
  • Publication Date: 2022
  • Doi Number: 10.1007/s10639-022-10972-2
  • Journal Indexes: Social Sciences Citation Index (SSCI), Emerging Sources Citation Index (ESCI), Scopus, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC
  • Page Numbers: pp.9065-9098
  • Keywords: ICT integration, Knowledge society skills, K12, Instructional design, Science and technology, PRESERVICE TEACHERS, DIGITAL COMPETENCE, TECHNOLOGY, EDUCATION, CLASSROOM, BELIEFS, INFORMATION, OBSTACLES, SCHOOLS, MODEL
  • Hacettepe University Affiliated: Yes


This study aims to implement an exemplary instructional design-based ICT integration to allow students to acquire both course achievement and knowledge society skills. The research used the case study method. The participants consist of 30 students, who attend the course of Science and Technology at the 7th grade level in a state school, along with a teacher and two mentor researchers. During the application process, the researchers asked to prepare a video from students. Video content was associated with course outcomes. The data was collected through logs of tablet usage, videos of the tablet screen, reflection reports, informal and semi-structured interviews, participant observation, focus group meetings, and achievement tests. The data were analyzed through descriptive statistics, paired sample t-test, Jaccard similarity analysis, and content analysis. The findings showed that students' course achievement had improved significantly. In addition, it revealed that the students analyzed, organized, and evaluated the information both through the applications provided to them on the tablets and by choosing and using the tools and equipment they had in their laboratories and working collaboratively. Moreover, the teacher stated that she had an authentic experience that gave her the opportunity to improve her competencies on how to integrate ICT according to contextual conditions. In conclusion, the implementation is presented by setting goals within the contextual conditions from a micro perspective and to achieve an effective and efficient instructional design-based ICT integration through the design, implementation, analysis, review of the process as well as improvements where necessary.