Technology-Infused Lesson Study Professional Development: The Study of a Failed Initiative

• In Event: Roundtable Session 25
  In Roundtable Session: Lesson Study as Sustained Professional Development

Abstract

Technology adoption is not a single occurrence, but a process that takes time (Fullan, 2007; Roger, 2003). In lesson study professional development, LSPD, teachers collaboratively create, implement, revise, and reflect on a lesson (Fernandez, 2002). A technology- infused LSPD could provide teachers an opportunity to explore technology use in their classrooms. A qualitative approach is used to understand teachers’ experiences in technology-infused LSPD and identify group differences.
Three teacher groups were followed, but only one team completed the LSPD process. Group leadership, competing school initiatives, and duration of the LSPD were all contributing factors in the degree of completion for each teacher group. The findings in this study can help us better understand the impact and intricacies of LSPD.

Author

• Sara Jolly Jones, University of Houston