You are here:

Best Practices for Producing Video Content for Teacher Education
ARTICLE

, University of Michigan-Dearborn, United States

CITE Journal Volume 10, Number 2, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

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.

Citation

Brunvand, S. (2010). Best Practices for Producing Video Content for Teacher Education. Contemporary Issues in Technology and Teacher Education, 10(2), 247-256. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 23, 2019 from .

Keywords

View References & Citations Map

References

  1. Abell, S.K., & Cennamo, K.S. (2004). Videocases in elementary science teacher preparation. In J. Brophy (Ed.), Using video in teacher education: Advances in research on teaching (Vol. 10; pp. 103-130). Oxford, England: Elsevier Ltd.
  2. Barab, S.A., Hay, K.E., & Duffy, T. (1999). Grounded constructions and how technology can help. TechTrends, 43(2), 15-23.
  3. Barab, S.A., MaKinster, J., Moore, J., & Cunningham, D.J. (2001). Designing and building an on-line community: The struggle to support sociability in the Inquiry Learning Forum. Educational Technology Research& Development, 49(4), 71-96.
  4. Beck, R.J., King, A., & Marshall, S.K. (2002). Effects of videocase construction on preservice teachers' observations of teaching. The Journal of Experimental Education, 70(4), 345-361.
  5. Beck, R.J., & Marshall, S.K. (2002). Experimental videocase instruction: Transfer of prospective teachers' classroom situated knowledge through expert prompts and
  6. Bransford, J., Kinzer, C.K., Risko, V.J., Rowe, D., & Vye, N. (1989). Designing invitations to thinking: Some initial thoughts. In S. McCormick, J. Zutell, P.L. Scharer, & P.R.O'Keefe (Eds.), Cognitive and social perspectives for literacy research and instruction: Thirty-eighth yearbook of The National Reading Conference (Vol. 38, pp. 35-54).
  7. Brunvand, S., & Fishman, B. (2006). Investigating the impact of the availability of scaffolds on preservice teacher noticing and learning from video. Journal of Educational Technology Systems, 35(3), 151-174.
  8. Chaney-Cullen, T., & Duffy, T. (1998). Strategic teaching framework: Multimedia to support teacher change (No. 4-98). Bloomingtion, IN: Center for Research on Learning and Technology, Indiana University.
  9. Chi, M.T.H., Glaser, R., & Farr, M.J. (1988). The nature of expertise. Hillsdale, NJ: Lawrence Erlbaum Associates.
  10. Chun, M.M., & Jiang, Y. (1998). Contextual cueing: Implicit learning and memory of visual context guides sparial attention. Cognitive Psychology, 36, 28-71.
  11. Fishman, B. (2003). Linking on-line video and curriculum to leverage community knowledge. In J. Brophy (Ed.), Advances in research on teaching: Using video in teacher education (Vol. 10, pp. 210-234). New York, NY: Elsevier Science.
  12. Hiebert, J., Gallimore, R., & Stigler, J.W. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher, 31(5), 3-15.
  13. Jacobson, M.J., & Spiro, R. (1993). Hypertext learning environments, cognitive
  14. Lampert, M., & Ball, D.L. (1998). Teaching multimedia, and mathematics. New York, NY: Teachers College Press.
  15. Leinhardt, G., & Greeno, J.G. (1986). The cognitive skill of teaching. Journal of Educational Psychology, 78(2), 75-95.
  16. Loucks-Horsley, S., & Matsumoto, C. (1999). Research on professional development for teachers of mathematics and science: The state of the scene. School Science and Mathematics, 99(5), 258-271.
  17. Lunderberg, M.A., & Scheurman, G. (1997). Looking twice means seeing more: Developing pedagogical knowledge through case analysis. Teaching and Teacher Education, 13(8), 783-797.
  18. Mayer, R., Moreno, R., Boire, M., & Vagge, S. (1999). Maximizing constructivist learning from multimedia communications by minimizing cognitive load. Journal of Educational Psychology, 91(4), 638-643.
  19. Miller, K. (2006). Learning from video: What makes it compelling and what makes it hard. In R. Goldman, R.D. Pea, B. Barron, & S. Derry (Eds.), Video reseach in the learning sciences. Mahway, NJ: Erlbaum.
  20. Paivio, A. (1971). Imagery and verbal processes. New York, NY: Holt, Rinehart and Winston.
  21. Richardson, V., & Kile, R. (1999). Learning from videocases. In M.A. Lunderberg, B.B. Levin& H.L. Harrington (Eds.), Who learns what from cases and how?: The research base for teaching and learning with cases (pp. 121-136). Mahwah, NJ: Lawrence
  22. Salomon, G. (1994). Interaction of media, cognition, and learning. Hillsdale, NJ: Lawrence Erlbaum Associates.
  23. Schön, D. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass Inc., Publishers.
  24. Sherin, M.G. (2004). New perspectives on the role of video in teacher education. In J. Brophy (Ed.), Using Video in teacher education: Advances in research on teaching (Vol. 10; pp. 1-27). New York, NY: Elsevier Science.
  25. Sherin, M.G., & Van Es, E.A. (2005). Using video to support teachers' ability to notice classroom interactions. Journal of Technology and Teacher Education, 13(3), 475-491.
  26. Shulman, L. (1992). Toward a pedagogy of cases. In J. Shulman (Ed.), Case methods in teacher education (pp. 1-32). New York, NY: Teachers College Press.
  27. Smith, J.P. (1996). Efficacy and teaching mathematics by telling: A challenge for reform. Journal for Research in Mathematics Education, 27(4), 458-477.
  28. Tochon, F. (1999). Video study groups for education, professional development, and change. Madison, WI: Atwood Publishing. Author Notes: Stein Brunvand

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

View References & Citations Map

Cited By

  1. The Use of Video in Knowledge Transfer of Teacher-Led Psychosocial Interventions: Feeling Competent to Adopt a Different Role in the Classroom / L’utilisation de la vidéo dans le transfert de connaissances dans les interventions psychosociales

    Caroline Beauregard, Cécile Rousseau & Sally Mustafa

    Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 41, No. 1 (Mar 12, 2015)

  2. Facilitating Access to Digital Records of Practice in Education with Technology

    Erica Crawford, University of Michigan School of Education, United States; Kara Suzuka, University of Hawaii at Manoa, United States; Rebecca Frank & Elizabeth Yakel, University of Michigan School of Information, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2018 (Oct 15, 2018) pp. 1–10

  3. Creating an Interactive Virtual Community of Linguistically and Culturally Responsive Content Teacher-Learners to Serve English Learners

    Sujin Kim, Kim Song & Sarah Coppersmith, University of Missouri-St. Louis, United States

    Contemporary Issues in Technology and Teacher Education Vol. 18, No. 2 (June 2018) pp. 442–466

  4. Video re-use in mathematics teacher education

    Kara Suzuka, University of Hawai'i at Mānoa, United States; Rebecca Frank, Erica Crawford & Elizabeth Yakel, University of Michigan, United States

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 329–336

  5. Video-based Assessment for Learning in Teacher Education

    Kirsti Engelien & Tove S. Hunskaar, Department of Teacher Education and School Research, University of Oslo, Norway

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 581–585

  6. The Use of Video in Knowledge Transfer of Teacher-Led Psychosocial Interventions: Feeling Competent to Adopt a Different Role in the Classroom / L’utilisation de la vidéo dans le transfert de connaissances dans les interventions psychosociales

    Caroline Beauregard, Transcultural Research and Intervention Team (Erit) Universit de Montral; Ccile Rousseau, Transcultural Research and Intervention Team (Erit) McGill University; Sally Mustafa, Transcultural Research and Intervention Team (Erit)

    Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 41, No. 1 (Mar 12, 2015)

  7. Testing a TPACK-Based Technology Integration Observation Instrument

    Mark Hofer, College of William and Mary, United States; Neal Grandgenett, University of Nebraska at Omaha, United States; Judi Harris, College of William and Mary, United States; Kathy Swan, University of Kentucky, United States

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4352–4359

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.