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Effects of Teacher Reflection with Highlighted Level Process Displays: Presenting Differences between Lesson Plan and Implemented Actions
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, , , Tohoku University, Japan

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study intends to develop a methodology of teacher reflection that is based on the instructional design process for the purpose of improving the quality of teaching. In our method, differences between the original lesson plan and the implemented actions are specified for the points that a teacher should check, and then these differences and the entire lesson process are presented to the teacher. Therefore, he/she can confirm the modifications to the original lesson plan that occurred as a result of handling unexpected learners’ reactions, and it is expected that these confirmations will facilitate a teacher to create specific ideas to improve his/her teaching. To clarify the characteristics of our proposed method, we compared it with existing methods. Results confirmed that the teacher can propose more concrete ideas for improving the lesson plans with Highlight Level Process Displays based on our method, and confirmation of the differences is useful when reviewing class video efficiently.

Citation

Konno, F., Kanno, Y. & Mitsuishi, T. (2009). Effects of Teacher Reflection with Highlighted Level Process Displays: Presenting Differences between Lesson Plan and Implemented Actions. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 1236-1242). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 19, 2019 from .

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