Digital technologies, online learning and lesson study

Huang, Rongjin; Helgevold, Nina; Lang, Jean

doi:10.1108/ijlls-03-2021-0018

Cited by 14 publications

(14 citation statements)

References 31 publications

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“…In addition, learning study—a combination of Japanese LS and design-based research that is guided by variation theory (Pang & Marton, 2017)—was developed by scholars in Hong Kong and Sweden (Huang & Shimizu, 2016; Pang & Runesson, 2019). Recently, the COVID-19 pandemic has also spurred interest in technology-empowered adaptations of LS (Calleja & Camilleri, 2021; Huang et al, 2023).…”

Section: What Is Lesson Study?mentioning

confidence: 99%

A scoping review of mathematics teachers’ learning and professional growth through lesson studies

Ding,

Huang,

Pressimone Beckowski

et al. 2023

Asian Journal for Mathematics Education

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Lesson study (LS), a teacher-oriented, student-focused professional development approach that originated in Asia, has spread globally. However, findings related to the effect of LS on teacher learning and growth have varied widely. This suggests a need to review current research on LS in the field of mathematics education. This paper focuses on mathematics teachers’ learning and professional growth through LS using Clarke and Hollingworth’s interconnected model of professional growth (IMPG) that contains three components: domains of change, mediating mechanisms, and change environment. With regard to domains of change, we found that although previous LS studies—often small scaled, qualitative studies—attended to all domains of change, they have more frequently reported changes in the personal (or collective) domain (e.g., teacher knowledge) but have relatively less frequently reported changes in other domains. In fact, there is a lack of research on systematic changes across domains in the IMPG. Regarding the mediating mechanisms, research has well explored both enactment (planning and teaching) and reflection (debriefing). For enactment, the planning process is less appreciated, and there is an inconsistent understanding of the role of the knowledgeable others. For reflection, there is a lack of focus on student thinking and constructive feedback during this process. Finally, research has suggested that LS has received support from the change environment but that tensions (e.g., time limits) have remained. These challenges call for systemic support and cross-cultural collaborations to develop sustainable and large-scale LS. We suggest future directions for continued research and practice.

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Section: What Is Lesson Study?mentioning

confidence: 99%

A scoping review of mathematics teachers’ learning and professional growth through lesson studies

Ding,

Huang,

Pressimone Beckowski

et al. 2023

Asian Journal for Mathematics Education

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“…Many scholars (e.g., Aykan and Yildirim, 2022) investigated the integration of the Lesson Study Model into distance education during the COVID-19 pandemic, focusing on several dimensions: Lesson Study in distance learning, lesson planning processes, challenges of lesson planning, evaluation, and assessment methods, new strategies, methods, and techniques. Huang et al (2021) in their article, "Digital technologies, online learning and lesson study, " show how various technologies could be used to modify and strengthen lesson study. These studies provide evidence of ways in which technology has been used to support teachers and researchers in carrying out LS in virtual and blended environments.…”

Section: Lesson Studymentioning

confidence: 99%

“…Hence, technology allowed teachers to watch the activities of all the groups to learn what happened when the teacher was not in that group in class and repeatedly watch specific clips that the facilitator annotated with questions. According to Huang et al (2021), conducting online LS effectively to support teachers' learning to teach in such a novel virtual environment is an unprecedented endeavor for educators and researchers.…”

Section: Lesson Studymentioning

confidence: 99%

Distance Lesson Study in Mathematics: A Case Study of an Italian High School

Adesso

Fiore

2022

Front. Educ.

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The COVID-19 pandemic put teachers and students in virtual classrooms, necessitating the Lesson Study to be adapted to such a new context. In this paper, we investigate how the roles of teachers, observers, and students are changing, considering the use of Information and Communication Technology (ICT) as the only medium of communication. The research methodology is based on the Documental Approach to Didactics, including Instrumental Genesis. It is a qualitative internal case study. The data was collected through video analysis. The Lesson Study (LS) methods were based on a cyclic model (co-planning, teaching, observation, debriefing, and revision), adapted to Distance Learning (DL). The topic is about Statistics, starting from the COVID-19 diffused data. The experimental work allowed us to observe the inter-connections between LS and DL. We deduced that ICT could be considered as a resource for the documental genesis, which generates processes aimed at social knowledge mediated by the teacher. We supposed that the observing phase was less invasive than during virtual experimentation. Nevertheless, the observers had difficulties understanding some students' and teachers' emotional aspects and analyzing the group activities. The technological resources were an added value for the LS. We present an LS methodology, entirely carried out through DL. The main value consists of showing both affordability and constraints of the DL with respect to the LS and vice versa.

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“…Recently, a variety of online lesson study models have been found to positively impact teaching and learning (Huang et al, 2021a). While the standard lesson study model assumes that teachers prepare and observe instruction in person, the use of digital tools, such as video conferencing and cloud services, can open up new ways of conducting lesson study and supporting teachers' professional development (Hrastinski, 2021;Suh et al, 2021).…”

Section: Research Purposementioning

confidence: 99%

“…Recently, a variety of online lesson study models have been found to positively impact teaching and learning (Huang et al. , 2021a).…”

Section: Introductionmentioning

confidence: 99%

Changes in qualities and abilities of Japanese teachers through participation in Global Lesson Study on mathematics

Sakai

Akai

Ishizaka

et al. 2022

IJLLS

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PurposeThe authors aim to determine the effects of Global Lesson Study (GLS) – a two-year, one-cycle program defined as “international cooperative lesson study through international exchange among teachers using ICT” – on intercultural competence for lesson study based on pre- and post-survey conducted for Japanese teachers.Design/methodology/approachIn accordance with the GLS program, mathematics lesson studies on mathematics between Japanese and Singaporean elementary school teachers were conducted over a two-year period. Questionnaire surveys on intercultural competence for lesson study was conducted using 7-point Likert scale and descriptive questions with Japanese teachers (N = 5). Analysis of Wilcoxon's signed rank test and correlation analysis were conducted.FindingsFollowings are identified as the effects of GLS for Japanese teachers: (1) Japanese participants felt improvement of their competence in areas of attitude, internal outcomes and outward impact. (2) Participating in a GLS led to the improvement of Japanese teachers' qualities and abilities for subject teaching related to mathematics education. (3) Improvement of intercultural competence for lesson study was related to each other, and GLS led to improvement of these competences. (4) It was meaningful to have a two-year period to assimilate and adjust to independent experience of the host and guest.Originality/valueThe GLS led to teacher empowerment among this sample, not only as cooperative research, but also at the individual level of teachers where participants continued to develop lessons based on the GLS learning after study completion. This has important implications for the implementation and dissemination of the GLS.

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Digital technologies, online learning and lesson study

Cited by 14 publications

References 31 publications

A scoping review of mathematics teachers’ learning and professional growth through lesson studies

A scoping review of mathematics teachers’ learning and professional growth through lesson studies

Distance Lesson Study in Mathematics: A Case Study of an Italian High School

Changes in qualities and abilities of Japanese teachers through participation in Global Lesson Study on mathematics

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