Exploring teachers' experiences of lesson study for integrating information and communication technologies in teaching.
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Date
2020
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Abstract
This study explored teachers' experiences of integrating Information and Communication Technologies (ICTs) in teaching. Twelve (12) purposefully selected teachers from three different subject groups (Life Sciences, Economic and Management Sciences and Mathematics) in a high school in KwaZulu-Natal participated in a Lesson Study programme over seven months. During each phase, the emphasis was placed on the ICTs and their use in teaching. Developing teachers' ability to use ICTs in education is vital as it helps prepare learners to be effective participants in a technology-saturated society. The research is particularly important since previous approaches to help teachers integrate ICTs in teaching were short courses focusing on minor ICT integration aspects. Earlier forms of professional development were often theoretical, and teachers had difficulty applying what was learnt in the classroom. In contrast, Lesson Study provides a holistic approach to professional development.
This research took the form of a mixed-method, multiple case study embedded in the interpretivist paradigm. Qualitative data were collected using documents in the form of lesson plans, lesson observation notes, and written reflections; observation of lessons and interviews. The Lesson Study programme involved a cyclic process of goal setting, researching, planning lessons, presenting lessons, reflection and discussion, and revising lessons. The TPACK framework, the Theory of Planned Behaviour, and the Professional Development Evaluation framework, guided this research. Thematic analysis was used to analyse the data. Quantitative data were collected using the TPACK questionnaire. The data were analysed using SPSS software, and a paired t-test was carried out. A concurrent triangulation strategy was employed in this study. Qualitative and quantitative data were collected concurrently and then compared to determine if there were any similarities or differences. The quantitative results indicated that involvement in the Lesson Study programme affected teachers approach to TPACK positively. Statistically significant results were reported for teachers' confidence in the areas of technological knowledge, technological content knowledge, technological pedagogical knowledge, and pedagogical knowledge. The findings and the results revealed that while teachers experienced challenges like high workload and learners' unfamiliarity with the use of ICTs for education, their confidence in integrating ICTs in teaching did improve. Factors positively affecting teachers' confidence were collegiality, and the reduction of teacher isolation due to the Lesson Study programme. A statistically significant improvement was also noted in Technological Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge and Pedagogical Knowledge.
Teachers' experiences of the Lesson Study programme was generally positive. They appreciated the structure that the process provided and considered Lesson Study to be a more effective form of professional development than other forms previously experienced. Key factors that played a role in teachers' experiences were the support from colleagues and school personnel. While the programme's duration was considered a challenge to teachers participating in the programme, teachers reported improved knowledge and skills that they were able to use in their classrooms. Teachers' and learners' attitudes affected the way teachers perceived the programme. Also, teachers’ perceived behaviour control was a significant factor in the way teachers participated in the Lesson Study process. Therefore, this study is significant because it contributes to the limited body of knowledge on Lesson Study, and the use of Lesson Study for integrating ICTs in teaching within a South African context. The study indicated that Lesson Study helped improve the social and professional climate at schools and was an effective form of professional development for integrating ICTs in teaching.
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Doctoral Degree. University of KwaZulu-Natal, Durban.