Learner-generated digital video: Using Ideas Videos in Teacher Education
Matthew Kearney, University of Technology, Sydney (UTS), Australia
Journal of Technology and Teacher Education Volume 21, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
** Invited as a paper from SITE 2012 ** This qualitative study investigates the efficacy of Ideas Videos (or iVideos) in pre-service teacher education. It explores the experiences of student teachers and their lecturer engaging with this succinct, advocacy-style video genre designed to evoke emotions about powerful ideas in Education (Wong, Mishra, Koehler, & Siebenthal, 2007). The findings indicate this generative task, involving student teachers as filmmakers, leveraged rich outcomes in relation to their professional knowledge development. The study adds to the growing literature base espousing the significant roles of learner-generated digital video projects in teacher education.
Kearney, M. (2013). Learner-generated digital video: Using Ideas Videos in Teacher Education. Journal of Technology and Teacher Education, 21(3), 321-336. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2013 Society for Information Technology & Teacher Education
Cited ByView References & Citations Map
A Methodological Approach to Evaluate the Effectiveness of Learner-Generated Digital Media (LGDM) Assignments in Science Education.
Jorge Reyna, University of Technology Sydney, Australia; Jose Hanham, Western Sydney University, Australia; Peter Meier, University of Technology Sydney, Australia
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 303–314
Student-Created Reflective Video as Meaningful Formative and Summative Assessment During Hands-On Learning Experiences
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Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 1191–1198
Students’ Perceptions of Pre-class Instructional Video in the Flipped Classroom Model: A Survey Study
Taotao Long, Joanne Logan & Michael Waugh, The University of Tennessee, Knoxville, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 920–927
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