Source: Journal of Technology and Teacher Education, 20(3), 229-249. 2012.
Teacher educators examined preservice student teachers’ weekly reflective weblog and videolog journal posts for instances of reflective practice.
Analytic induction and content analysis were used to categorize responses and examine how blog and videolog posts differed, given both the capacities of the medium and the ways in which students captured or revised their work.
Differences that emerged provide insights into the nature of multimodal composing practices, the affordances of blogs and videologs as reflective writing spaces, and the ways in which preservice teachers use reflection to inform instructional practice.