Video Production as an Instructional Strategy: Content Learning and Teacher Practice
Priscilla Norton, Dawn Hathaway, George Mason University, United States
CITE Journal Volume 10, Number 1, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This study examined teacher-learners’ reflections about the use of video production in their K-12 classrooms for evidence of content learning, the factors facilitating teacher use of video production, and the challenges teachers reported. 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. Challenges faced by teachers included issues related to equipment, logistics, and time. 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.
Norton, P. & Hathaway, D. (2010). Video Production as an Instructional Strategy: Content Learning and Teacher Practice. Contemporary Issues in Technology and Teacher Education, 10(1), 145-166. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2010 Society for Information Technology & Teacher Education
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