Search results for: Video technology
Page 5/14 136 items
This study focused on the effects of different videotaped material on teachers’ cognitive, emotional, and motivational processes. The participants were 10 eighth-grade mathematics teachers, who analyzed videos of their own or other teachers’ classroom instruction.The findings indicate that teachers viewing videos of other teachers are more deeply engaged in analysis of problematic events. This study demonstrates the benefits of comparing teachers’ analysis of their own and others’ videos. The authors pointed out that the individual analysis of one’s own and others’ videos results in differential effects on cognition, motivation, and emotion that may not always be intuitive or easily observable in individual and group settings.
Updated: Dec. 21, 2015
This study examined the problem-solving skills of preservice teachers through the use of an online video case with question prompts. This research was a three-level video presentation by two-grade-level between subjects factorial design. The findings indicate that, although the participants drew from at least one teaching knowledge component at any stage of the problem-solving process, they rarely used their content knowledge. The authors provided explanations for preservice teachers’ ability to use their teaching knowledge in video-based problem solving. In addition, the results reveal that the elementary education majors generated pedagogical and content solutions at a higher level than the secondary education counterparts.
Updated: Dec. 20, 2015
This study aimed to investigate the impact of video models on teacher candidates’ readiness for and capacity to self-evaluate their teaching performance in an early fieldwork (EFE) lesson. The findings indicate that teacher candidates benefited by viewing videos in preparing for their teaching experience. In addition, candidates who had access to the video models and rubrics did not overestimate their performance.
Updated: Dec. 08, 2015
This article evaluates the work of Gargani and Strong, who claim to have developed and validated an observation system that requires only 4 hr of training, but one that can identify effective teachers using just 20 min of one video-taped lesson. Although the authors find some aspects of their work as well done, they find, more generally, that their claims are premature and inflated. Their work suffers from several problems including inattention to relevant historical work, no demonstrated ecological validity, no working theory, and lacks a clear conception of what RATE is.
Updated: Dec. 06, 2015
Creating Stop-Motion Videos with iPads to Support Students’ Understanding of Cell Processes: ’Because You Have to Know What You’re Talking about to Be Able to Do It”
The purpose of this case study is two-fold: (a) describe the implementation of a stop-motion animation video activity to support students’ understanding of cell processes, and (b) present research findings about students’ beliefs and use of iPads to support their creation of stop-motion videos in an introductory biology course. Data indicated that students used the devices extensively to access, seek, and share information related to cell processes, which led to their increased familiarity with using the iPad to support their learning.
Updated: Nov. 09, 2015
This article describes a collaboration between early childhood education (ECE) faculty and teachers of English to speakers of other languages (TESOL) faculty at an urban teacher preparation program in an effort to better understand ECE and TESOL candidates’ beliefs about teaching young ELLs. The findings revealed that teacher candidates recognized the importance of focused attention to language development for young ELLs, as well as how collaboration across disciplines may support future teaching of ELLs.
Updated: Aug. 12, 2015
Putting TPACK on the Radar: A Visual Quantitative Model for Tracking Growth of Essential Teacher Knowledge
This article proposes a visual and quantitative representation of TPACK that will help teachers better understand the TPACK framework and track their growth in the knowledge domains over time. The authors found that many students used “TPACK” to refer to both the knowledge domain and the overall model in their reflections. While this improper use of terminology could be construed as a lack of understanding of TPACK, they believe this is another consequence of the video script, and not of the model. A common theme from the reflections gathered from treatment group A was that the TPACK radar diagram model was about growth and improvement.
Updated: Aug. 10, 2015
This study investigates how iPhones® have been used by preservice students, supervising teachers and teacher educators to provide formative assessment to preservice teachers on practicum. Data from an action research project showed improvement of practicum experiences for mentors and preservice teachers. Results indicate that there is strong support for the use of mobile devices as a means to support supervising teachers in their decision-making processes.
Updated: Aug. 03, 2015
Designing and Incorporating Mathematics-Based Video Cases Highlighting Virtual and Physical Tool Use
This study examines preservice teachers’ preferences in relation to mathematics video cases that integrate tools. The study revealed two primary clusters and minor third cluster. The first cluster indicated that preservice teachers are concerned about the integrated teaching of multiple subjects with mathematics and the use of visuals to facilitate teaching and catch students’ attention. In the second cluster, preservice teachers recognized elements that would facilitate their own teaching, making clear connections between theory and practice and lesson preparation guidelines. The third cluster focused on technical issues of the distribution of educational materials and could be linked to an emerging issue of curricular materials and ways to use it in mathematics teaching.
Updated: Aug. 03, 2015
Teachers’ Reports of Learning and Application to Pedagogy Based on Engagement in Collaborative Peer Video Analysis
The authors explored teachers’ learning of new ideas about pedagogy and their self-reported application of this learning. The findings revealed that teachers reported applying 40% of their learning; particularly, what they learned about methods and materials for instruction, and that they learned from both video and discussion almost equally.
Updated: May. 12, 2015