Investigating the Impact of the Availability of Scaffolds on Preservice Teacher Noticing and Learning from Video
Journal of Educational Technology Systems Volume 35, Number 2, ISSN 0047-2395
The study investigated how the availability of different types of scaffolds impacted what preservice teachers were able to learn and notice from video. The sample (n = 41) was drawn from three randomly distributed sections of a science methods course. Data were collected through interviews, observations, and pre/post-treatment lesson plan artifacts. Results indicated that the impact of the availability of scaffolds is dependent on their alignment with the stated learning objectives of the video they are designed to support. Scaffolds such as onscreen text and teacher commentary can be used effectively to draw attention to specific content and prompt preservice teachers to notice pre-identified classroom interactions. Recommendations for the creation and use of video-based materials with teachers are presented. (Contains 7 tables and 5 figures.)
Brunvand, S. & Fishman, B. (2007). Investigating the Impact of the Availability of Scaffolds on Preservice Teacher Noticing and Learning from Video. Journal of Educational Technology Systems, 35(2), 151-174.
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Stein Brunvand, University of Michigan-Dearborn, United States
Contemporary Issues in Technology and Teacher Education Vol. 10, No. 2 (June 2010) pp. 247–256
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