The Impact of Interdisciplinary Lesson Study on Teachers' Instructional Decisions and Technology Use

Abstract

Schools are complex institutions in which change occurs almost constantly. As each new piece of information is learned, the learner is changed, never to return to the same state they were prior to the act of learning, (Morrison, 2002). This study investigates the impact of interdisciplinary lesson study on teachers' instructional decisions and technology use. The participants in this study are eight (n=8) eighth grade teachers from Wellington Middle School. The teachers composed two interdisciplinary teams with each team having a member from each of the core curricular areas of math, science, English, and social studies.

This study is an instrumental embedded case study (Scholz & Tietje, 2002). This methodology was chosen because it allows for the most accurate level of understanding of each participant in each phase of the study. This is a difficult process due to the magnitude of decisions that are made daily that impact student learning. The Hegelian model of inquiry was utilized because as data are collected, <&ldquo>they are viewed from multiple points of view (Bhatnagar & Kanal, 1992, p. 32). The data collected in this study will not be decomposed but will be integrated and synthesized. The data and theory interacts within architecture of knowledge integration appropriate for embedded case studies (Scholz & Tietje, 2002, p. 30).

The data sets in this study included lesson study documents, lesson study observations, debrief conversations, lesson study documents, and group interviews. These documents were never intended to serve as a point of triangulation so therefore a narrative analysis of these data sets was required. The narrative analysis for each team was written up separately and then coded and themed to generate data that could possibly be used to compare or contrast the two teams.

The teachers began to lean on each other more heavily during the period of technological difficulties. When lesson plans were made and the technology did not work, what choices did the teachers make regarding classroom activities for the effected period? Team One chose to focus primarily on the technology and very little on the students and their learning. Team Two provided content-related activities in which the students could learn their curriculum and utilize the new technology at the same time.

The narrative analysis of the team data showed five themes were generated, teacher learning, student learning and engagement, instructional decisions, technology, and time. The analysis of these themes led to the realization that Team Two had a greater increase in teacher knowledge due to the support of a professional learning community.

Implications from this research include those for the building or district administrator. This study found the support of a community of practice or a professional learning community increased teacher learning. Educational leadership professors should consider providing the opportunity for their students to at the very least, simulate these experiences related to the creation of a PLC. Further research is suggested to truly measure the PLC growth in Team Two. It also is recommended that further research be conducted on the use of lesson study to implement technology in the school site.