Mobile Video Collection in Preservice Teacher Practicum Placements

Autor/inn/en	Dann, Christopher Ewart; Allen, Bill
Titel	Mobile Video Collection in Preservice Teacher Practicum Placements
Quelle	In: Journal of Technology and Teacher Education, 23 (2015) 1, S.5-27 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-7069
Schlagwörter	Foreign Countries; Preservice Teachers; Handheld Devices; Telecommunications; Formative Evaluation; Computer Oriented Programs; Action Research; Practicums; Mentors; Decision Making; Feedback (Response); Technology Uses in Education; Video Technology; Program Implementation; Likert Scales; Surveys; Statistical Analysis; Qualitative Research; Australia + Suchen Sie Ihr Suchwort? Ausland; Telekommunikationstechnik; Computerprogramm; Projektforschung; Practicum; Praktikum; Praktika; Decision-making; Entscheidungsfindung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Likert-Skala; Survey; Umfrage; Befragung; Statistische Analyse; Qualitative Forschung; Australien
Abstract	One of the more demanding tasks faced by teacher educators and mentors is providing high-quality feedback for preservice students during their professional learning. The limited formative assessment currently available impacts on their professional learning. This paper reports on research into how iPhones® have been used by preservice students, supervising teachers and teacher educators to provide formative assessment to preservice teachers on practicum. A purpose-built website and iPhone® application manage communication between preservice teachers, school supervisors, university academics and the university's professional experience unit. The app links captured images, video and written data with assessment criteria. Data from an action research project showed improvement of practicum experiences for mentors and preservice teachers. Results indicate that there is strong support for the use of mobile devices as a means to support supervising teachers in their decision-making processes. Importantly, preservice teachers have welcomed the opportunity to receive powerful visual feedback as part of an on-going formative feedback process. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01