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Eye movements of teachers while conducting lessons including IT tools use and the practical knowledge related to it
PROCEEDINGS

, , Tokyo Metropolitan University, Japan ; , National Institute for Educational Policy Research, Japan ; , National Institute of Multimedia Education, Japan

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Teachers’ practical knowledge and its features have been discussed by various scholars. Although ideas regarding the lesson observations can be understood as a constituent of practical knowledge, in recent years, there has hardly been any research that has quantitatively investigated the functional aspects of such knowledge. Therefore, in this study, we focused on the behavior of teachers during teaching observations and analyzed their eye movements using eye trackers; moreover, we experimentally elucidated the features of practical knowledge that affect how teachers observe. The results indicate that teachers not only gazed at objects (IT tools) that bore a close relation to the content of the lessons but also at various other objects and important persons (students), in comparison with control subjects. Finally, we recommend that these results be communicated to the learners undergoing pre-service and in-service training, since they are unaware of the important criteria regarding the observation of lessons.

Citation

Nagai, M., Kitazawa, T., Fukumoto, T. & Kato, H. (2009). Eye movements of teachers while conducting lessons including IT tools use and the practical knowledge related to it. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 1030-1035). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 26, 2019 from .

Keywords

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References

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