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Video-Based Response & Revision: Dialogic Instruction Using Video and Web 2.0 Technologies
ARTICLE

, , , , , Michigan State University, United States

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

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.

Citation

Heintz, A., Borsheim, C., Caughlan, S., Juzwik, M.M. & Sherry, M.B. (2010). Video-Based Response & Revision: Dialogic Instruction Using Video and Web 2.0 Technologies. Contemporary Issues in Technology and Teacher Education, 10(2), 175-196. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 22, 2019 from .

Keywords

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Cited By

  1. Enabling Collaboration and Video Assessment: Exposing Trends in Science Preservice Teachers’ Assessments

    Mike Borowczak, Erebus Labs, United States; Andrea Burrows, University of Wyoming, United States

    Contemporary Issues in Technology and Teacher Education Vol. 16, No. 2 (June 2016) pp. 127–150

  2. The (Failed) Case of the Winston Society Wikispace: Challenges and Opportunities of Web 2.0 and Teacher Education

    Jory Brass, University of Cincinnati, United States; Storey Mecoli, Boston College, United States

    Contemporary Issues in Technology and Teacher Education Vol. 11, No. 2 (June 2011) pp. 149–166

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