Video Production in Content-Area Pedagogy: A Scoping Study of the Research Literature

Autor/in	Snelson, Chareen
Titel	Video Production in Content-Area Pedagogy: A Scoping Study of the Research Literature
Quelle	In: Learning, Media and Technology, 43 (2018) 3, S.294-306 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2018.1504788
Schlagwörter	Video Technology; Singing; Literacy; Creativity; Course Content; Technological Literacy; Educational Objectives; Educational Research; Student Attitudes; Student Evaluation; Teaching Methods; Performance + Suchen Sie Ihr Suchwort? Gesang; Alphabetisierung; Schreib- und Lesefähigkeit; Kreativität; Kursprogramm; Technisches Wissen; Educational objective; Bildungsziel; Erziehungsziel; Bildungsforschung; Pädagogische Forschung; Schülerverhalten; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement; Leistung
Abstract	Video production offers a way for students to learn content-area knowledge while simultaneously developing technology skills deemed important in contemporary society. Yet, the research has not been examined in a systematic way to reveal how these types of projects are oriented to align to instructional goals or how learning is investigated when they are implemented as part of content-area pedagogy. A scoping study was conducted to review the research literature on implementation of student video production in content-area classrooms. A total of 61 studies published from 2006 through 2017 were selected and analyzed through a systematic process. Findings suggest that video production projects were conducted to meet information, performance, composition, literacy, or creativity learning goals in content-area classrooms. Strategies used to investigate student learning included evaluation of learner perceptions, analysis of the process of creating video, assessment of the final video project, or a combination of these approaches. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01