Understanding video tools for teaching: Mental models of technology affordances as inhibitors and facilitators of lesson planning in history and language arts

The aim of this study was to investigate how pre-service teachers' mental models of the functions of a newly encountered video technology (WebDIVER™) influence their lesson planning employing this technology. Participants designed a lesson plan and evaluated a practice-proven lesson plan for a sample topic. Results revealed that few participants cognitively represented specific functions of the tool. However, in their designed lesson plans, specific tool functions were only scarcely reflected and participants relied upon tool-unspecific uses. Of greater interest, representing cognitive or socio-cognitive functions of a technology differentially predicted the evaluation and design of lesson plans. We conclude that it is insufficient to provide pre-service teachers with separate technological and pedagogical knowledge to develop TPCK to leverage the potential of video tools.