Posts
Video-Based Response & Revision: Dialogic Instruction Using Video and Web 2.0 Technologies
By A. Heintz, C. Borsheim, S. Caughlan, M. M. Juzwik, and M. B. Sherry,
Michigan State University
Abstract
This article documents the curricular decisions made by a teacher educator research team whose guiding theoretical focus for intern practice is dialogic instruction. Over a 2-year sequence, teaching interns used video and Web 2.0 technologies to respond critically to and revise their teaching practices in collaboration with peers and instructors. This article describes how a focus on dialogic instruction and an adoption of a multiliteracies pedagogy guided the implementation and use of technologies within the project. Through multiple examples of curriculum, including excerpts from course materials, screencasts of the adopted networking platform, Voicethread, and video of class sessions, the authors describe how a focus on the dialogic creates spaces for interactions that allow responsive and revisionary attitudes toward not only teaching practices, but the potential and place of technologies in teacher education.
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Web 2.0 in the Classroom? Dilemmas and Opportunities Inherent in Adolescent Web 2.0 Engagement
By S. Schuck, P. Aubusson, and M. Kearney,
University of Technology, Sydney
Abstract
The paper discusses the implications of the current phenomenon of adolescent engagement in digital spaces. Young people are increasingly active Web 2.0 users, and their interactions through these technologies are altering their social identities, styles of learning, and exchanges with others around the world. The paper argues for more research to investigate this phenomenon through the use of virtual ethnography and identifies the ethical challenges that lie therein. It raises questions for school education and presents an argument for studying the area in culturally sensitive ways that privilege adolescents’ voices.
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Best Practices for Producing Video Content for Teacher Education
By Stein Brunvand,
University of Michigan-Dearborn
Abstract
Through the use of Web 2.0 technologies the production and distribution of professional digital video content for use in teacher education has become more prevalent. As teachers look to learn from and interact with this video content, they need explicit support to help draw their attention to specific pedagogical strategies and reduce cognitive load. This support can be provided through the use of different design strategies that include providing access to prompts, teacher commentary, reflective tools, and multiple representations of a particular observation. This article provides a review of these design strategies and discusses the ways in which they can be used to produce effective video for teacher education.
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Making Sure What You See is What You Get: Digital Video Technology and the Preparation of Teachers of Elementary Science
By P. B. de Mesquita, R. F. Dean, and B. J. Young,
University of Rhode Island
Abstract
Advances in digital video technology create opportunities for more detailed qualitative analyses of actual teaching practice in science and other subject areas. User-friendly digital cameras and highly developed, flexible video-analysis software programs have made the tasks of video capture, editing, transcription, and subsequent data analysis more convenient, accurate, and reliable than ever before. Although such technological developments offer a myriad of opportunities for advancements in research and training, especially in the area of preservice science teacher education, a number of technical challenges and unforeseen difficulties may arise when relying on video-based methodologies. If unanticipated, these challenges can compromise the overall integrity of research data and detract from training effectiveness. The purpose of this paper is to identify the challenges and opportunities specific to incorporating video technology into the research on preservice science teacher education within the context of relevant literature. Lessons learned from an ongoing longitudinal study of preservice elementary science teachers are discussed, including practical guidelines for use of digital video for research and professional development.
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Copying Right and Copying Wrong with Web 2.0 Tools in the Teacher Education and Communications Classrooms
By E. McGrail & J. P. McGrail,
Georgia State University and Jacksonville State University
Abstract
Understanding the tenets of copyright in general, and in particular, in online communication and publishing with Web 2.0 tools, has become an important part of literacy in today’s Information Age, as well as a cornerstone of free speech and responsible citizenship for the future. Young content creators must be educated about copyright law, their own rights as content creators, and their responsibilities as producers and publishers of content derived from the intellectual property of others. Educators should prepare them for responsible and ethical participation in new forms of creative expression in the Information Age. The recent integration of video and audio content and the implementation of Web 2.0 tools in the contemporary English language classroom has made this learning environment a particularly appropriate proving ground for the examination of current student practices with respect to intellectual property. This paper describes an approach employed with English education and communications students to prepare them for such a complex subject matter.
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Source: The CITE Journal
