Dear Tadashi, 

Thank you for your contribution are there any references in English to the use of video in Japan? I would be interested to see how
its use in a very different cultural setting had an impact on teaching and learning. 

You are right to make the point that video is not the same as observing. One problem we have encountered with some trainees is
their belief that the camera conveys an objective view of reality, the view that the camera cannot lie. On the other hand the
presence of an observer can lead to the construction of a different dynamic in the classroom to that which applies when a teacher
is not being observed. In other words the presence of an observer can crate a 'Hawthorne Effect.' 

Lee's distinctions open up another advantage of the use of the webcam. Conventionally, mentor debriefing sessions will take place
very shortly after a lesson and these become almost exclusively dependent on recall. For the trainee being observed is a stressful
situation which can often hinder his/her recall.  When debriefing occurs this often privileges the recall of  the observer because
his/her greater experience create an assymetric power relationship between mentor and trainee. The use of the webcam creates a
more even playing field in which the trainees do not have to rely on recall so much. 

Tony

Dr. Tony Shallcross,
Leader for International Education, 
Institute of Education,
MMU, 
Crewe,

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>>> Tadashi ASADA <[log in to unmask]> 06/16/09 12:01 PM >>>
Dear everyone,

As to promoting mentees or school teachers to reflect on their practice using 
ICT, especially video, I would like to introduce some examples in Japan.

From about 30 years ago video has been used in lesson study in some 
universities.
To using video for lesson study was called " looking glass" video using.
A practitioner watched the recorded teaching and utter what he/sch thought, 
when sometimes university staff asked him/her 'why did you do in that 
situation?' he/she replied, just after his/her teaching. 
I think his/her reflection depends what is recorded in teaching because video 
connot record teaching like observing. That means the recorded video 
presents the limited information about teaching.
in using vieo to promoting theachers' reflection, how do we record the 
teaching?

Recently, most Japanese school use the video in Kounai-ken, and some 
prefectual/city board of education made the DVD of a good teaching by an 
experienced teacher and deliverd it to schools.

As to reflection, recently some reseachers provided the level of reflection. For 
example, H-J.Lee(2005) provided 3 levels of reflection; Recall level, 
Rationalization level, and reflectivity level.

Recall level (R1): one describes what they experienced, interprets the 
situation based on recalling their experiences without looking for
alternative explanations, and attempts to imitate ways that they have 
observed or were taught.
Rationalization level (R2): one looks for relationships between pieces of their 
experiences, interprets the situation with rationale,
searches for ‘‘why it was,’’ and generalizes their experiences or comes up with 
guiding principles.
Reflectivity level (R3): one approaches their experiences with the intention of 
changing/improving in the future, analyzes their experiences from various 
perspectives, and is able to see the influence of their cooperating teachers
on their students’ values/behavior/achievement.

Which level of reflection can teachers make using video/ICT?
I think video is effective for recall level and for being aware of 
unknown/unlooked events in teaching because video provide the factual 
information. However, The other two levels require something, for example, 
mentor su