Using Technology Mediated Lesson Study with Rural Teachers to Improve Three-Dimensional Science Instruction
Rural science teachers often have fewer collaborative and professional learning opportunities than their urban counterparts. A professional learning model called Technology-Mediated Lesson Study (TMLS) was developed to bridge the geographical isolation of rural teachers by connecting them to colleagues throughout one U.S. western state. Using TMLS, this research aimed to build teachers’ capacity to understand and implement three-dimensional science principles. After one year of TMLS cycles, pre/post interviews with rural science teachers indicated growth, where all teachers—no matter their starting level of knowledge of three-dimensional science principles—increased their knowledge and ability to implement three-dimensional lessons in their classrooms. Teachers also found value for their students in teaching three-dimensional lessons developed through the TMLS process.