You are here:

Video Annotation Tools: Technologies to Scaffold, Structure, and Transform Teacher Reflection
ARTICLE

,

Journal of Teacher Education Volume 60, Number 1, ISSN 0022-4871

Abstract

While video has long been used to capture micro teaching episodes, illustrate classroom cases and practices, and to review teaching practices, recent developments in video annotation tools may help to extend and augment teacher self-reflection. Such tools make possible the documentation and support self-analysis using verifiable evidence as well as to examine changes in development over time. Video annotation tools offer the potential to support both the reflection and analysis of one's own teaching with minimal video editing as well as the ability to associate captured video with related student and teaching evidence. In this paper, we compare and contrast emerging video annotation tools and describe their applications to support and potentially transform teacher reflection. (Contains 1 table and 8 figures.)

Citation

Rich, P.J. & Hannafin, M. (2009). Video Annotation Tools: Technologies to Scaffold, Structure, and Transform Teacher Reflection. Journal of Teacher Education, 60(1), 52-67. Retrieved January 15, 2021 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.