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A Proposal of a Methodology to Detect Triggers from Differences between Planned and Implemented Instructions for Teacher Reflections
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, , , Tohoku University, Japan ; , University of Yamanashi, 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

In recent years, reflective activities have attracted attention in the educational domain; several methodologies have been proposed to facilitate such activities. However, some difficulties remain: preparing such activities is time consuming, guidelines for how to reflect on activities are not strictly clarified, and so on. For those reasons, educators require more useful methods that can be used more freely. In this study, we specifically examine actions to modify a lesson plan to deal with unexpected learner reactions. We then employ such modifications as triggers for later teacher reflection. Based on our advanced study in F2F lectures, in which a teacher used slide-based materials, we have already investigated four alterations to lessons as trigger candidates: Insert, Delete, Copy and Move. In this paper, we propose a methodology to detect such triggers from differences between planned and implemented instruction.

Citation

Higuchi, Y., Konno, F., Mitsuishi, T. & Go, K. (2007). A Proposal of a Methodology to Detect Triggers from Differences between Planned and Implemented Instructions for Teacher Reflections. 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. 1997-2005). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 20, 2019 from .

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