Video Production as an Instructional Strategy: Content Learning and Teacher Practice

Autor/inn/en	Norton, Priscilla; Hathaway, Dawn
Titel	Video Production as an Instructional Strategy: Content Learning and Teacher Practice
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 10 (2010) 1, S.145-166 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Educational Strategies; Elementary Secondary Education; Production Techniques; Alternative Assessment; Objective Tests; Outcomes of Education; Evaluation Methods; Student Motivation; Video Technology + Suchen Sie Ihr Suchwort? Lehrstrategie; Production engineering; Produktionstechnik; Objektiver Test; Lernleistung; Schulerfolg; Schulische Motivation
Abstract	This study examined teacher-learners' reflections about the use of video production in their K-12 classrooms for evidence of content learning, the factors facilitating teacher use of video production, and the challenges teachers reported. Findings demonstrated positive content learning outcomes as measured by objective tests, rubrics, and anecdotal evidence. Integrating video production facilitated connections to content, student motivation and engagement, the use of alternative assessment, and shifts in teacher identity. Challenges faced by teachers included issues related to equipment, logistics, and time. The study concludes that video production, when understood as an instructional strategy and not as an object of study, has an important role to play in K-12 content learning. (Contains 1 table.) (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: business@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10