Evaluating Technology-Mediated Lesson Study With Rural Science Teachers

• In Event: AERA Roundtable Session Sunday 11:40 am Four Seasons Ballroom 2-3
  In Roundtable Session: Applications and Lessons Learned in Lesson Study (Table 13)

Abstract

Rural educators often have fewer professional development opportunities than their more urban counterparts. In science education, this is especially true for training in designing and implementing lessons aligned with the new science standards that require three-dimensional teaching. One effective professional development method for educators to work together on pedagogical goals is lesson study. This research evaluates technology-mediated lesson study (TMLS) used by small groups of rural science teachers to improve their teaching. Teachers reported positively on key elements of TMLS relating to working in groups, watching each other teach via technology, and co-designing lessons together. TMLS is designed for any group of educators wanting to create lessons.

Authors

• Michelle Hudson, Brigham Young University

• Heather Leary, Brigham Young University

• Rebecca Sansom, Texas A&M University

• Max L. Longhurst, Utah State University

• Josh Stowers, Brigham Young University

• Clara Smith, Brigham Young University

• Austin Moore, Utah State University

• Tracy Poulsen, Brigham Young University