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<p>Researchers have argued that sharable and revisable instructional products are crucial for having research impact on teaching practice and improving teaching at scale. This study examined how a tech-supported instructional product developed through lesson study could be adapted and refined by a group of instructors with different expertise. Two theoretical frameworks of instructional orchestrations (Drijvers et al., 2010 <i>Educational Studies in Mathematics 75(2)</i> 213–214) and cognitive engagement (Chi, 2021, <i>Topics in Cognitive Science 13</i>(3) 441–463) were used to examine classroom interactions and its associated learning opportunities. Videos of three lessons using the same instructional product were analyzed through systematic coding. Additionally, instructors’ reflection essays on their experience and perceptions of using the product were analyzed qualitatively. Results show that all instructors created various deep learning opportunities through different instrumental orchestrations. We found that student-centered instrumental orchestrations are most strongly associated with deep learning opportunities. However, the design features of instructional products and the instructors’ pedagogical practices in leveraging specific technology features also contributed to students’ cognitive engagement. With five illustrative episodes, we offer descriptive empirical evidence to unpack the complexity between instrumental orchestrations and associated learning opportunities. While the participating instructors appreciated the usefulness of the instructional product and benefits from adapting it, some challenges are noticed.</p>

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Exploring the Impact of Instructors’ Technology Integration on Student Learning Opportunities through the Lens of Instructional Product

  • 期刊论文

  • 发表日期：

    2025年3月24日

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  • Rongjin Huang,
  • Sarvani Pemmaraju,
  • WenYen Huang

摘要

Researchers have argued that sharable and revisable instructional products are crucial for having research impact on teaching practice and improving teaching at scale. This study examined how a tech-supported instructional product developed through lesson study could be adapted and refined by a group of instructors with different expertise. Two theoretical frameworks of instructional orchestrations (Drijvers et al., 2010 Educational Studies in Mathematics 75(2) 213–214) and cognitive engagement (Chi, 2021, Topics in Cognitive Science 13(3) 441–463) were used to examine classroom interactions and its associated learning opportunities. Videos of three lessons using the same instructional product were analyzed through systematic coding. Additionally, instructors’ reflection essays on their experience and perceptions of using the product were analyzed qualitatively. Results show that all instructors created various deep learning opportunities through different instrumental orchestrations. We found that student-centered instrumental orchestrations are most strongly associated with deep learning opportunities. However, the design features of instructional products and the instructors’ pedagogical practices in leveraging specific technology features also contributed to students’ cognitive engagement. With five illustrative episodes, we offer descriptive empirical evidence to unpack the complexity between instrumental orchestrations and associated learning opportunities. While the participating instructors appreciated the usefulness of the instructional product and benefits from adapting it, some challenges are noticed.