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Video Production and Classroom Instruction: Bridging the Academies and the Realities of Practice in Teacher Education ARTICLE

, , George Mason University, United States

Journal of Technology and Teacher Education Volume 20, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA


In these times of high-stakes testing, pressure to meet annual yearly progress goals, and standards-driven classroom curriculums, today’s teachers face many obstacles that interfere with their ability to teach with and about television and video. If graduate study for teacher educators was designed in ways that reflect the realities of their practice, would they come to value video production as an integrated component in their practice? This study presents five guiding design principles and examines teacher-learners action research reflections to identify what impact the principles had on teacher practice. Results of this study speak not only to the efficacy of the five design principles and the power of bridging the culture of the academies and the realities of practice for teacher education but to strategies for teaching teachers to integrate a range of technology tools in their practice.


Hathaway, D. & Norton, P. (2012). Video Production and Classroom Instruction: Bridging the Academies and the Realities of Practice in Teacher Education. Journal of Technology and Teacher Education, 20(2), 127-149. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 19, 2018 from .



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