Adapting lesson study towards a blended approach to support isolated teachers in teaching with technology

• Main Author: Joubert, Jody
• Other Authors: Callaghan, Ronel
• Language: en
• Published: University of Pretoria 2020
• Subjects: UCTD
• Online Access: http://hdl.handle.net/2263/76870; Joubert, J 2019, Adapting lesson study towards a blended approach to support isolated teachers in teaching with technology, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/76870>

Lesson Study (LS) is a trusted format for teachers to work in communities of practice (COP). The process is a cyclic repetition of collaborative planning, teaching, observation of lessons, group reflections and lesson refinement. The problem arising from this practice is the isolation caused when teachers are not in the vicinity of those who can work with them in their subject field, phase and context. Teachers are also increasingly expected to incorporate the use of technology in their teaching, an addition that often poses a challenge. This study sought to determine the challenges that teachers face in their teaching practice with technology. The study investigated an adaptation of the LS process towards a blended approach that can support and address the challenges related to teaching with technology. The study further sought to determine the aspects that needed to be included in the LS process to assist isolated teachers in teaching with technology. The study delivers an adaptation of LS for a blended environment to support teachers in teaching with technology. This serves as a model for teachers who wish to work in COPs but are isolated from those who can partake in these processes. === Dissertation (MEd)--University of Pretoria, 2019. === Science, Mathematics and Technology Education === MEd === Unrestricted