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A Proposal of a Methodology of Supporting Teacher Reflection by Presenting Differences between Planned and Implemented Actions
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, , , Tohoku University, Japan

Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study is intended to develop a methodology in support of daily teacher reflection, which is considered to be performed automatically using a computer system. In our method, based on our proposed Double Loop instructional design process model, we present teachers with differences between the original lesson plan and actions implemented during the class. Thereby, a teacher would be able to confirm modifications to the original plan that occurred as a result of handling unexpected learner reactions during the class. To evaluate the effectiveness of our proposed method, we examined whether a teacher can reflect on the class using our tool. Results confirmed that the teacher can use the presentation of differences to recall their actions conducted during the class for teacher reflection.

Citation

Konno, F., Higuchi, Y. & Mitsuishi, T. (2007). A Proposal of a Methodology of Supporting Teacher Reflection by Presenting Differences between Planned and Implemented Actions. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 1059-1065). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 24, 2019 from .

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