To plan or not to plan: Technology integration in student teachers' lesson plans and their relation to dimensions of instructional quality

Technology integration is an important aspect of modern classrooms. However, research is scarce that empirically addresses the question of how technology can be integrated into classroom settings in ways that support high-quality teaching. This study uses lesson plans of student teachers to examine how the integration of digital technologies into teaching processes aligns with theoretical principles of technology integration and dimensions of instructional quality. We analysed 130 anonymized lesson plans from teacher training seminars in Germany, identifying 568 instances of technology integration. Each instance was coded using two frameworks: the SAMR model (Substitution, Augmentation, Modification, Redefinition) and dimensions of instructional quality (cognitive activation, student support, classroom management). Most technology integrations remained at lower SAMR levels, such as substitution or minor enhancement. Higher SAMR levels were more likely to be associated with dimensions of instructional quality, particularly student support. By combining different theoretical perspectives, this study provides knowledge on how student teachers integrate technology into their lessons. The findings call for more systematic support for meaningful and theoretically grounded planning practices in teacher training. • Student teachers' lesson plans were analysed to examine planned digital technology integration. • Technology integration was coded using the SAMR model and dimensions of instructional quality. • Most integrations remained at low SAMR levels, high level integrations were more likely linked to dimensions of instructional quality. • Student support and cognitive activation were the most frequently addressed quality dimensions. • Results indicate a need for systematic support in theory-informed technology integration planning.