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Situating Authentic Tasks with Digital Video: Scaffolding the Development of Critical Thinking and Reflection in Preservice Teacher Preparation
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, The University of Texas, United States ; , Wake Forest University, United States

Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Advances in technologies have generated a new range of possibilities for teaching, learning, and professional development with digital video. Planning and editing meaningful video is a process that engages learners with an extended cognitive challenge and promotes critical thinking and reflection. Extensive hours of classroom videotaping can be summarized, organized, and presented in more succinct and meaningful forms. Growth can be visualized, reviewed and documented for authentic assessment or portfolio development. Resources once considered impossible to develop can now be created using a laptop. Integrating digital tools to facilitate collection and editing of video simplifies the process of creating meaningful instructional materials or selecting representative samples of teaching performance. This paper presents two approaches to integrating digital video tools with preservice teachers to support their development as instructional designers and reflective practitioners.

Citation

Petrosino, A. & Cunningham, A. (2003). Situating Authentic Tasks with Digital Video: Scaffolding the Development of Critical Thinking and Reflection in Preservice Teacher Preparation. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 1524-1530). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 23, 2020 from .

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