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A Qualitative Study of Teachers' Cognitive Activities When Interacting With Video Ethnography
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, Brigham Young University Hawaii, United States ; , Brigham Young University, United States

Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This qualitative study examines teachers' cognitive development when interacting with multimedia cases. It defines various types of video-related cases and uses a specific genre of multimedia casesXvideo ethnographyXas the object of the research. Its method is based on grounded theory to discover embedded meanings and relationships that emerge from descriptive data collected from six teachers. Findings of the study include the identification of various categories of cognitive activities revealed in teachers' thinking from interacting with video ethnography and cognitive pattern emerged from case study of each individual participant. Using cross-case analysis, four theoretical propositions are generated to describe the cognitive development process and its two influencers: learning orientation and beliefs/experiences, within the framework of video ethnography. The study has implications in improving technology use in teacher development, production of multimedia cases, and research on case-based pedagogy and other related areas.

Citation

Chan, P. & Harris, R.C. (2004). A Qualitative Study of Teachers' Cognitive Activities When Interacting With Video Ethnography. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 2017-2024). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 19, 2020 from .

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