The document outlines a presentation on the implementation of lesson study and ICT integration in Kenyan secondary schools, highlighting its objective to enhance teaching practices following the SMASSE project. It discusses the processes involved in lesson study, roles of stakeholders, encountered challenges, and the necessity for teachers to receive in-service training. Recommendations include improving supervision, increasing teacher participation, and incorporating mobile phones in schools to promote ICT in education.

1. IMPLEMENTATION OF THE LESSON STUDY AND ICT INTEGRATION PRESENTER: ANGOTE GEOFFREY ALEEMA SCHOOL: CHANGO SECONDARY SCHOOL THEME: ICT and Informatics in a Globalized World of Education (IIGWE2011) VENUE: AGA KHAN ACADEMY, MOMBASA. DATE: 16 - 19 August 2011

2. OBJECTIVE : To find out the level of implementation of lesson study and ICT integration at secondary school level in Kenya. RATIONALE: As the SMASSE project under the sponsorship of JICA came to an end in 2008, it become a programme under the Ministry of Education (MoE). By the end of the project period, the practices of ASEI/PDSI in the classroom were not well executed. MoE, Kenya and JICA agreed to continue supporting the secondary programme focusing on strengthening the practice of ASEI-PDSI and integration of ICT at classroom level.

3. LESSON STUDY AND ICT INTEGRATION Is a professional development process that teachers engage in to systematically examine their practice, with the aim of becoming more effective in the T/L process. They work collaboratively on it involving planning, teaching, observing and critiquing the lesson in a real classroom.

4. LESSON STUDY AND ICT INTEGRATION (cont’d) They discusses their observations of the lesson, revises the lesson, and then another teacher implements it in the 2nd classroom, while others again observe. They again discusses the observed instruction, and produces a report of what their study lessons have taught them, with respect to their research question.

5. Procedure Record keeping

6. THE STEPS IN LESSON STUDY Identification of the problem: ~can be a general or a specific statement of challenge. Lesson preparation or planning: ~to meet research objective in a PDSI version. 3) Implementation of the lesson: ~conducting of the ASEI lesson with ICT integration.

7. ~ 4) Discussion and reflection: ~the lesson is a group product and all members feel responsible for the outcome of their plan. ~the teacher who taught starts by giving his/her comments about the lesson and then followed by the observers.

8. ~ ~Lesson is the focus and not the teacher who taught. ~the learners’ feedback are allowed even by use of mobile phones or computers.

9. ROLES OF VARIOUS STAKEHOLDERS : 1)Principal;~ supervises, mobilizes teachers & avails the resources 2)H.O.D;~leads the technical team in coming up with the theme ~ recommends an expert. 3)The teachers :~ participates in the whole process of lesson study. 4)The expert;~ one who is well-grounded in the subject matter and pedagogy, gives feedback during the lesson study. Discussion’s outcome are used to improve future T/L through re-teaching of the improved lesson in a different class. 5)Record keeping :~ by teacher and H.O.D in soft copy or hard copy to embrace ICT and informatics.

10. RESULTS: Implementation of INSET in April 2011, encountered some negative attitude due to; Low level of supervision of ASEI/PDSI practice . No. of teachers who attended the SMASSE INSET on lesson study and ICT integration was lower than expected. Principals /stakeholders had not been sensitized . Lack of mobile phones in secondary schools is negating contemporary technological trend of ICT in Education.

11. RECOMMENDATIONS : All teachers be in-serviced on lesson study and ICT integration to embrace the spirit of IIGWE Supervision be enhanced at secondary school level. Mobile phones be in schools to encourage learners to embrace ICT as they are cheaper and very portable. CONCLUSIONS: It brings a cultural shift in the culture of teachers as they transit from being objects of research to actual researchers in the classroom. Its a powerful way to enhance teachers’ skills by together structuring and organizing their thinking. Growth and dividends from the time invested in lesson study will accrue gradually.

12. THANKS AND GOD BLESS! Teaching and Teacher Education RE: www.elsevier.com/locate/tate