A comparison of a simple electronic performance support system for lesson plan writing to detached training

A simple, text-based electronic performance support system (EPSS) for assisting lesson plan writing was compared to detached training using the same text-based content. The lesson plans were developed for teaching lessons with the Talents Unlimited (TU) teaching model. Two different samples were tested: preservice teachers (N = 20) who were currently enrolled in an undergraduate course on the Talents Unlimited model, and practicing teachers (N = 12).;The EPSS treatment group wrote lesson plans with the EPSS and could access the job aids and examples for critical parts of the lesson plan. The detached-training treatment group read the content of the job aids and examples prior to being told to write lesson plans on the computer. The job aids and examples were not available on the computer. In session one, the aids and examples were not available on the computer. In session one, the two treatment groups wrote two plans to teach the TU productive thinking talent. In session two, the two treatment groups wrote two plans to teach the TU decision-making talent.;The preservice population took a pretest and posttest measure based on the TU Reactor test. The practicing teachers were not asked to take this test because of the limited time available for testing. The time it took each person to write each lesson plan was recorded. Subjects also completed an attitudinal survey after writing the lesson plans. All subjects were allowed to use a TU reference book during the writing and asked to estimate the amount of time they spent using the reference book. Lastly, four experienced TU national trainers rated all the lesson plans on a seven criteria scale.;The two treatment groups for the preservice teachers differed statistically on the amount of time to write the lesson plans, with EPSS taking longer. There was no statistically significant difference between the two treatment groups on the pretest and posttest. The performance ratings for the two treatments resulted in statistically significant differences between the EPSS and the DT groups.