Learning Literacy and Content Through Video Activities in Primary Education
Maaike Heitink, Petra Fisser, Susan McKenney, University of Twente, Netherlands
Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This case study research explored to what extent and in which ways teachers used Technological Pedagogical Content Knowledge (TPCK) and related competencies to implement video activities in primary education. Three Dutch teachers implemented video activities to improve students’ content knowledge and literacy- and communication skills simultaneously. Lesson materials were provided but teachers chose the theme or subject (content) linked to the video activities themselves. Results show that applying TPCK in practice is not obvious for all teachers. Differences between teachers are mainly found in applying Technological Pedagogical Knowledge (TPK). Two teachers used the lesson materials as a guideline while the third teacher used it more prescriptive in teaching the lessons. Teachers were excited about students’ performance and enthusiasm. All teachers thought the video activities fit their usual program and none of them experienced the lessons as additional or too much effort.
Heitink, M., Fisser, P. & McKenney, S. (2012). Learning Literacy and Content Through Video Activities in Primary Education. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 1363-1369). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE).