Search results for: Video technology
Page 8/14 136 items
Video Production and Classroom Instruction: Bridging the Academies and the Realities of Practice in Teacher Education
The authors present five guiding design principles. The authors examine teacher-learners action research reflections to identify what impact the principles had on teacher practice. The results reveal the efficacy of the five design principles and the power of bridging the culture of the academies and the realities of practice for teacher education.
Updated: Jun. 24, 2013
Developing Teachers' Classroom Interactions: A Description of a Video Review Process for Early Childhood Education Students
The authors describe a video review process for providing feedback to students and documents students' teaching practices. The authors used the Classroom Assessment Scoring System (CLASS) in a practicum course and student teaching. Results from preservice teachers' CLASS ratings indicate a pattern similar to national data sets using the CLASS, higher scores in the emotional support and classroom organization domains than in the domain of instructional support.
Updated: May. 28, 2013
Developing Communication Competence Using An Online Video Reflection System: Pre-service Teachers’ Experiences
This study examines how interactive video and web-based technologies can be used to improve pre-service teachers’ communication competence and reflective thinking. The study also explores the learning processes and systematically evaluates the Video Reflection system from the students’ perspective. The authors conclude that the stages between presentations developed pre-service teachers’ cognitive communication competence. Development of cognitive communication abilities coupled with iterative cycles of practice developed pre-service teachers’ behavioral capabilities.
Updated: Feb. 13, 2013
Pathways in Learning to Teach Elementary Science: Navigating Contexts, Roles, Affordances and Constraints
This case study of a fifth-year elementary intern’s pathway in learning to teach science focused on her science methods course, placement science teaching, and reflections as a first-year teacher. The authors studied the sociocultural contexts within which the intern learned, their affordances and constraints, and participants’ perspectives on their roles and responsibilities, and her learning.
Updated: Jan. 28, 2013
Collected from the Cutting Room Floor: An Examination of Teacher Education Approaches to Digital Video Editing as a Tool for Shifting Classroom Practices
The purpose of this article was to examine four approaches to teachers’ strategies through digital video emphasized teachers’ own planning and teaching as they edited their video accounts of personal growth. Common themes that emerged from data across all four projects were predicated upon facets of professional development as purposeful disruption of traditional teaching, the promotion of rigorous participation in analysis of effective teaching strategies, and the building of learning communities through apprenticeship models of personal growth.
Updated: Jan. 27, 2013
Prediction Assessments: Using Video-Based Predictions to Assess Prospective Teachers’ Knowledge of Students’ Mathematical Thinking
In this article, the authors have designed a new assessment instrument in order to evaluate the effectiveness of an experimental elementary mathematics field experience course. The findings suggest that prediction assessments effectively evaluate the pedagogical content knowledge that authors are seeking to foster among the prospective teachers.
Updated: Oct. 21, 2012
This article describes the development of a three-level model of reflection for preservice students. The scaffold levels include technical reflection involving a critique of lesson development and delivery, a deliberative level involving interactive journal writing and video-based analysis, and critical reflection involving topical discussion during seminars.
Updated: Sep. 27, 2012
Effects of Inservice Teacher Training on Correct Implementation of Assessment and Instructional Procedures for Teachers of Students With Profound Multiple Disabilities
A multicomponent training package (live training, video modeling, role playing, and feedback) was used to train teachers to conduct assessment and to instruct students with profound multiple disabilities. The first part of the study involved training seven teachers to conduct assessment in three areas: (a) preference assessment, (b) controlled body movement assessment, and (c) access skill assessment. Four teacher-student pairs from the first part of the study participated in the second part, where teachers were trained to use one of instructional strategies.
Updated: Sep. 27, 2012
In this evaluation study, the authors compared the effectiveness of a distance and an on-campus teacher education program for teachers of students with severe disabilities. Teacher candidates in the distance cohort received the same program of study as candidates in the on-campus program except that the coursework was delivered through videoconferencing technology instead of traditional, face-to-face instruction. The results indicate that there were no significant differences between students in the distance and on-campus teacher education cohorts on the measures of learning.
Updated: Aug. 30, 2012
How Pre-service Teachers Observe Teaching on Video: Effects of Viewers’ Teaching Subjects and the Subject of the Video
In this study, the authors studied subject matter impact for professional vision (pv) in pre-service teachers. The authors systematically investigated pre-service teachers’ professional vision as elicited by videos of various subjects. The authors compared between professional vision of 32 math/science majors' and 56 social science/humanities majors. The authors found evidence for different professional visions among pre-service teachers majoring in different fields; social sciences/humanities majors showed higher professional vision.
Updated: Jul. 30, 2012