Digital technologies, online learning, and lesson and learning study
Rongjin Huang, Middle Tennessee State University, USA
Nina Helgevold, University of Stavanger, Norway
Jean Lang, University of Exeter, UK
How various technologies can be used to strengthen lesson and learning study (LLS) and support of scaling up and sustaining LLS has become an emerging field to explore (Skultety et al., 2017; Choppin et al., 2020; Huang et al., 2019). In particular, in the time of pandemic, all classes have been delivered online, all teacher professional development activities have been conducted in a virtual environment. How LLS, the most powerful teacher collaborative model, can be modified using various digital technologies to support teachers’ learning to teach in such a novel virtual environment became an imperative and important issue. This special issue aims to address the opportunities and challenges of conducting online LLS in the time of pandemic and beyond. Papers in this issue may include the following themes:
- What are the necessary features of online LLS?
- How can video or webinar be used to enhance LLS?
- How technology has supported the process of LLS?
- How has an online LLS affected collaboration of LLS teams?
- A focus on one aspect of the LLS cycle e.g planning, interviewing students, making student learning visible online, online lessons, involvement of knowledgeable others (KOs), post lesson evaluation and what has been learned.
- What kind of role could a KO and/or facilitator play in an online LLS?
- Examples of online LLS that have begun – what has been learned?
- What are the advantages and constraints so far of carrying out online LLS?
- What evidence is there of the impact of learning of pupils and teachers of online LLS so far?
- Nature of interaction within a virtual community of practice of LLS.
- Assessment of effectiveness of online LLS
- The affordance and constraints of using technologies in online LLS.
- Use of social media to build learning networks within LLS.
- Equity issues in relation to online LLS.
These are examples that come to our mind. We are open to include other topics. We encourage contributors from different regions.
Special Issue: International Journal for Lesson and Learning Studies (Vol. 10 Issue 2)
Proposal: Abstract of 500 words identifying aspect(s) of interest by July 20th.
Paper submission: September 20, 2020
Completion of review: October 30, 2020
Completion of revision: November 30, 2020
Completion of manuscript: December 30, 2020
Online published: January 30, 2021.
Choppin, J., Amador, J. M., Callard, C., Carson, C., & Gillespie, R. (2020). Synchronous online model for mathematics teachers’ professional development. In P.Wachira & J. Keengwe (Eds.) Handbook of research on online pedagogical models for mathematics teacher education (pp. 176-202). IGI Global .
Huang, R., Kimmins, D., Winters, J., & Ruston, G. (2019). Scaling up lesson study through use of technologies: An exploratory study. Paper presented at The Annual Conference of The World Association of Lesson Study, September 3-6, 2019, Amsterdam, Netherlands.
Skultety, L., Gonzalez, G., & Vargas, G. (2017). Using technology to support teachers’ lesson modifications during lesson study. Journal of Technology and Teacher Education, 25, 185- 213.