Search results for: Video technology
Page 12/14 138 items
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. 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 offers an example of a transferable model for preservice training that extended into practice.
Updated: Oct. 24, 2010
The current study examined teacher-learners’ use of video production in their K-12 classrooms and connections between students’ content learning and teacher-learners’ practice. Findings demonstrated positive content learning outcomes as measured by objective tests, rubrics, and anecdotal evidence. Integrating video production facilitated connections to content, student motivation and engagement, the use of alternative assessment, and shifts in teacher identity. The study concludes that video production, when understood as an instructional strategy and not as an object of study, has an important role to play in K-12 content learning.
Updated: Oct. 20, 2010
Technological Constraints and Implementation Barriers of Using Videoconferencing for Virtual Teaching in New Zealand Secondary Schools
This article reports findings from a study conducted between 2001 and 2004 to evaluate the effectiveness of OtagoNet. Nine New Zealand secondary schools participated in the OtagoNet project, using videoconferencing technologies to deliver courses to multiple sites. It was found that videoconferencing technology had a significant impact on pedagogy and teaching styles. The importance of the teacher in implementing and integrating technology into the learning environment was highlighted in this project.
Updated: Sep. 27, 2010
This study examined benefits and challenges of teaching through videoconferencing in the context of students’ field placement experiences, particularly as it relates to an inquiry-based approach to teaching and learning math and science. In the context of mathematics and science methods courses, preservice teachers, with the supervision of professors, field placement supervisors and cooperating teachers, taught a series of math and science lessons via video conferencing to 5th grade classes in a major urban public school.
Updated: Sep. 19, 2010
Prospective Primary Mathematics Teachers’ Learning from On-line Discussions in a Virtual Video-Based Environment
The purpose of this study was to investigate how participation and reification of ideas about mathematics teaching are constituted in on-line discussions when prospective primary mathematics teachers analyzed video-cases about mathematics teaching. Prospective teachers enrolled in a mathematics methodology course participated in two virtual learning environments that integrated the analysis of video-clips, on-line discussions and writing essays about key aspects of mathematics teaching.
Updated: Sep. 05, 2010
Untangling Teacher-Child Play Interactions: Do Teacher Education and Experience Influence “Good-Fit” Responses to Children's Play?
The goal of this study was to determine if levels of teacher education and experience would influence how teachers respond to children's play needs in a preschool classroom. Eight teachers participated in the study. The interactions of the teachers were videotaped and analyzed. Findings show that teachers with high levels of education and experience were more likely to perform good-fit play interactions. In contrast, low/high teachers were more likely to provide poor-fit responses to play, often giving direct support when none was needed.
Updated: Sep. 05, 2010
Although video self-analysis has been used for years in teacher education, the camera has almost always focused on the preservice teacher. In this study, the researcher videotaped eight preservice teachers four times each during their student-teaching internships. Their perspectives both before and after watching DVDs of themselves and their students' responses provided the qualitative data for this study. Findings indicate that the participants strongly believe in the effectiveness of video self-analysis to help them notice classroom interactions.
Updated: Jun. 13, 2010
Seeing through a Different Lens: What Do Interns Learn When They Make Video Cases of their Own Teaching?
This study focused on four preservice teacher candidates who were completing a yearlong internship at a Midwestern university in the United States. In their courses, the interns were learning to facilitate interactive discussions in English language arts. The authors explored how the interns' perceptions of their self-selected audience influenced what they noticed, talked about, and learned as they constructed a video case about their teaching. All interns gained insights about their teaching as they constructed their case. Implications for teacher education and future research directions are discussed.
Updated: Feb. 21, 2010
In this article, the authors trace learning across the digital video production process through case studies with four youth media arts organizations (YMAOs) across the United States. The authors conclude with implications for teachers and leaders who may be interested in how to support the inclusion of digital production processes into formal instructional spaces.
Updated: Feb. 21, 2010
The Impact of Collaborative Video Analysis by Practitioners and Researchers upon Pedagogical Thinking and Practice: A Follow-up Study
The 'T-MEDIA' project analysed and documented how teachers exploit the use of projection technologies - data projectors and interactive whiteboards (IWBs) - to support learning in secondary-school subject lessons. The research involved collaboration between university researchers and eight UK secondary teachers in four subject areas. This article reports on a follow-up study carried out one year after the collaborative analyses in order to assess: (1) the subsequent impact upon teachers' own pedagogical thinking and practices; and (2) the extent to which the ideas and practices they developed had been shared with, taken up and adapted by their colleagues and schools.
Updated: Jan. 31, 2010