Teacher’s Awareness in New Reflection Methodology Using Highlighted Process Displays
Fumiko Konno, Tohoku University, Japan ; Yuki Higuchi, PRO & BSC Corporation, Japan ; Takashi Mitsuishi, Tohoku University, Japan
Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This study is intended to develop a methodology of supporting improvement of teachers' instructional skills, using information technology. We have proposed a methodology in support of daily teacher reflection by presenting differences, which are points that a teacher should check, between the original lesson plan and implemented actions. Thereby, a teacher would be able to confirm modifications to the plan that occurred as a result of handling unexpected learner reactions during the class effectively and efficiently. To clarify the characteristic of our proposed method, we compared it with a typical existing method by using class video. Results confirmed that the teacher answered his own question through our method, and then the main targets of reflection were his process of decision-making and modifications of the original plan, while he mainly reflected on his action or behavior itself through video-reviewing.
Konno, F., Higuchi, Y. & Mitsuishi, T. (2008). Teacher’s Awareness in New Reflection Methodology Using Highlighted Process Displays. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 2665-2673). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).