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Teacher Professional Learning from Online Classroom Videos: What, Why, and How Teachers Study Videos of Others' Classroom Teaching
PROCEEDING

, University of Hawai'i at Manoa, United States ; , University of Michigan, United States

Society for Information Technology & Teacher Education International Conference, in Online ISBN 978-1-939797-48-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

There has been much research on the use of classroom videos in “live” teacher education and professional development, however, we are only beginning to understand the ways in which making classroom videos readily available online alters—or creates alternative—opportunities for teacher professional learning. Each year, the number of online websites and services offering classroom videos grows. While such resources are commonly employed in courses and workshops, how are they being used by individuals to further their own learning? Who uses videos of others' classroom teaching for their own professional learning? What value do they derive from such use? How? This study sheds light on such questions, particularly examining the use of unedited or minimally edited classroom videos. We analyze survey responses collected from users of online classroom video repositories—and interviews with known video users—focusing on those who employ videos of others’ teaching for their own professional learning.

Citation

Suzuka, K. & Yakel, E. (2020). Teacher Professional Learning from Online Classroom Videos: What, Why, and How Teachers Study Videos of Others' Classroom Teaching. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 189-194). Online: Association for the Advancement of Computing in Education (AACE). Retrieved February 28, 2021 from .

Slides