Digital tools to promote remote lesson study

Abstract

PurposeThe authors propose that a digital instructional delivery format of lesson study (LS) may have the potential to amplify particular aspects of traditional, face-to-face LS.Design/methodology/approachThis is a qualitative case study, using data triangulation, member checking and an inductive approach to open-coding utilizing grounded theory to identify codes and themes.FindingsDigital tools promoted LS and learning, allowing for rigorous collaboration, synchronous observations, data collection and feedback, leading to deeper understanding.Research limitations/implicationsDigital tools used in the online LS process changed how instructional planning can be researched, analyzed and written collaboratively and impacted the fluidity of a lesson, the ease of observation and reflection, student engagement and the researchers' and students' ability to share ideas in real time.Practical implicationsLS can be integrated into online teacher education programs to engage students in online learning and promotes engagement, peer interaction and student voice. The use of these digital tools is not restricted just to remote instructional contexts.Social implicationsLS reduces teacher isolation, builds a collaborative community of teachers and increases instructional motivation. Educators across schools, universities or districts can integrate online LS into remote teacher education programs and online courses.Originality/valueThis study is original work that has not been published elsewhere.

Digital technologies, online learning and lesson study

“…Suh et al refer to Takahashi's and McDougal's (2016) five core elements including alignment with district initiatives, study of teaching materials, focusing on refinement of pedagogical expertise, enacting and observing RL and reflecting on improvement with KOs. Weaver et al (2021) point to Lewis et al . (2009) four steps: study, plan, teach, reflect that make up the LS process.…”

“…European contributions are from the Netherlands (Goei et al , 2021) and Malta (Calleja and Camilleri, 2021). Suh et al (2021) and Weaver et al (2021) present studies from a North American context, Hernández-Rodríguez et al (2021) from a Puerto Rico context. Huang et al .…”

“…Most of the studies discuss online LS as an approach to improve (teachers') teaching and (students') learning in mathematics. Yet, Weaver et al (2021) examine how teacher educators from different areas/subjects collaborate in studying, planning, teaching and reflecting on a RL in social studies. Collaboration is a core element in LS, and the papers describe and discuss collaboration between teachers in primary schools and teacher educators/researchers (Huang et al ., 2021), between teachers in secondary schools and teacher educators/researchers (Calleja and Camilleri, 2021; Goei et al , 2021) and collaborations among preservice teachers, practicing teachers and teacher educators/researchers (Hernández-Rodríguez et al , 2021; Suh et al , 2021; Widjaja et al , 2021).…”

“…Digital technology can offer individual adaptions, collective construction and sharing of knowledge. By using digital tools, students can individually adapt and produce digital learning materials during lessons (Huang et al ., 2021; Weaver et al , 2021). During the LS process, instructional documents, such as texts and videos (Hernández-Rodríguez et al , 2021; Weaver et al , 2021; Widjaja et al , 2021) as well as ongoing analyses (Goei et al , 2021; Suh et al , 2021; Widjaja et al , 2021), are easily shared.…”

“…By using digital tools, students can individually adapt and produce digital learning materials during lessons (Huang et al ., 2021; Weaver et al , 2021). During the LS process, instructional documents, such as texts and videos (Hernández-Rodríguez et al , 2021; Weaver et al , 2021; Widjaja et al , 2021) as well as ongoing analyses (Goei et al , 2021; Suh et al , 2021; Widjaja et al , 2021), are easily shared. This leads us to another important issue elaborated on and discussed in the studies in this special issue, collaboration.…”