Source: Contemporary Issues in Technology and Teacher Education, 10(1), p. 106-118. (2010). (Reviewed by the Portal Team)
This study examines the implementation of (re)anchored videos, which serve as short video engagements. The study also examines the transfer of preservice content, pedagogy, and video technology learning into teaching practice.
The research questions include the following:
How is (re)anchored, video-centered engagement taught in preservice university curriculum courses in ways that in-service high school science teachers will utilize it?
How do teachers trained in (re)anchored, video-centered engagement successfully use it in practice?
How does having (re)anchored, video-centered engagement instruction change the role of novice teachers?
The study focuses on practicing teachers who graduated from a program where they learned to produce short anchor videos as part of a larger course on project-based instruction.
The participants were undergraduate and graduate university students who are now in-service high school science teachers. The participants collaboratively designed an anchor video as one component of a 4-week unit.
This longitudinal study spanned 3 years, tracking the primary participants from their last year of preservice teacher training through their second year of in-service teaching. The study employed a descriptive case study design, describing the transfer of preservice learning into practice as related to (re)anchored video engagement. Data were collected via surveys, interviews, and teaching observations.
This study offers an example of a transferable model for preservice training that extended into practice.
The in-service participants had sustained achievement and positivity toward their preservice instructional learning goals. This study provides one preservice model that demonstrated longitudinal transferability to in-service practice.
The teachers in this study actively sought a project-based environment because they were convinced that traditional modes of instruction are less effective than project-based instruction. Teachers at the study site were expected to engage students in complex problems. Study participants intuitively applied (re)anchored video engagements to address school expectations for situated learning because they were familiar and fun. Moreover, familiarity with video editing eliminated fears about the technology. Although some participants at traditional high schools indicated interest in using (re)anchored video engagements, few actually did.
These findings indicate that increased implementation of constructivist pedagogies such as project-based instruction generates the need for engagements that immerse students in complex problems and, therefore, contributes to transfer of preservice skills to professional in-service practice.