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Using Technology to Support Teachers’ Lesson Adaptations during Lesson Study

, , , University of Illinois at Urbana-Champaign, United States

Journal of Technology and Teacher Education Volume 25, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA


Lesson study is a professional development activity that increases teachers’ attention to student thinking. However, coordinating teachers’ live observations of a lesson can be challenging. Using the framework of distributed cognition, we investigate whether technology supports teachers’ examination of student thinking and aids the processes of developing and archiving new knowledge about students’ mathematical understandings in lesson study. We use data from a professional development intervention where four geometry teachers discussed videos and animations within a lesson study cycle. We ask, (1) what modifications to the lesson did the teachers offer, and (2) what were the justifications and sources (i.e., videos, animations, or teacher lesson observations) of those modifications? Using a modified Toulmin model for arguments, we analyzed the teachers’ arguments about lesson revisions. Findings show that the teachers adapted the lesson based on their discussions of videos and animations. Specifically, the teachers modified the diagram and the launch of the problem for students to overcome difficulties with the problem’s context. The study shows a case where using technological resources promoted teacher learning by supporting teacher noticing of student thinking and eliciting knowledge about students that otherwise would be ephemeral. We discuss implications for using technology in professional development.


Skultety, L., Gonzalez, G. & Vargas, G. (2017). Using Technology to Support Teachers’ Lesson Adaptations during Lesson Study. Journal of Technology and Teacher Education, 25(2), 185-213. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 20, 2018 from .