| The meaningful use of technology requires teachers to not only know how to use technology, but how the technology can be used to promote learning. Considering the increased availability of technologies, there is a need to provide teachers with authentic learning opportunities related to technology integration (TI) in the curriculum. Teachers often lack time and support to understand TI in the curriculum. The purpose of this study was to investigate the effectiveness of advance organizers as a design concept in a performance support system (PSS), known as multidimensional display systems (MDDS), to promote the understanding of TI among teachers.;The study was carried out as a case study with mixed methods. The participants of this study were pre-service teachers, in-service teachers, academic and industry professionals, who were registered in technology-related classes offered by the College of Education at a regional Midwestern university in the USA during spring 2009.;A mixed-design ANOVA failed to show any statistically significant difference in TI knowledge between the experimental group and control group, who used the MDDS or PDF, respectively. Additionally, an independent samples t-test showed that there was a statistically significant difference on the TI intervention workshop scenario performance, with the control group scoring higher than the experimental group. Three major themes emerged from the qualitative analysis. These themes were related to user interface design, decision making and advance organizers.;Based on the qualitative analysis, the participants had positive feedback related to MDDS. The participants thought that MDDS was a good tool for decision making. The participants also thought that due to the logical organization of contents in MDDS, it would allow them to retrieve information quickly. The findings of the study have some implications for instructional design. |
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