Center for Teaching and Learning

If the purpose of reflection is to improve teaching, it is essential to understand how video-aided reflection influences teacher change. Yet, there is limited research addressing how video analysis influences the change process. The purpose of this study was to gain an in depth understanding of how video influences the process of teacher change. Teachers in three different teaching environments engaged in semester-long video-reflection groups. Through a descriptive analysis of these meetings, participants' own video-analyses, and ...

This study compared a student teacher's experience reflecting with a video analysis tool to her experience participating in her department's traditional reflection method. The researchers investigated how these reflection methods influenced the student teacher's ability to collect data about her teaching, make judgments about her teaching, design intervention plans for future teaching situations, and evaluate her intervention plans. This presentation will discuss the strengths and weaknesses of each reflection method.

The increasing ease and ubiquity of video has resulted in a proliferation of video annotation tools used and designed for improving education. While similar, each tool has its relative strengths and weaknesses. Choosing the'right'tool can have a veritable impact on the experience of teachers and the effectiveness of video as a means for improving teaching and learning. In this article, we present a framework, driven by guiding questions, for making an informed choice about which video annotation tool will best suit each individual ...

Abstract: This presentation will explore the use of a Teacher Work Sample (TWS) as a means for assessing preservice teachers' integration of technology during their field experiences. Technology and methods courses modeled technology projects emphasizing K-12 student use of technology over teacher use of technology for producing lessons and presenting information. Our evaluation of 95 TWSs created by candidates during their final field experience showed that only 38% involved K-12 students using the technology. The ...

This research sought to understand the disconnect between what preservice candidates learn about technology integration and their practice during field experiences, and to create interventions that would help to overcome the challenges. We evaluated the use of Teacher Work Samples (TWS) as a means for assessing preservice teachers' integration of technology during their field experiences. Our initial evaluation of 95 TWS showed that only 38% involved K-12 students using the technology. The predominant use ...

In this presentation we will share what we have found in the literature about the use of video analysis tools to help preservice teachers analyze both expert and personal teaching performance. We will introduce two different video analysis tools that are being used at our university in different contexts. We hypothesize that the use of video analysis will allow for increased quality and quantity of practice and feedback on that practice. We will share a framework that we are developing for testing our hypothesis.

This article investigates the impact of an audience response system (ARS) on student engagement in undergraduate university courses. A survey was administered to students in a dozen courses piloting the ARS system. On 13 out of 14 measures the majority of students thought the system was helpful. Overall, students were more positive about the use of the ARS in courses that used the tool for formative feedback (empowering) rather than for grading or attendance purposes (compelling). The authors discuss the positive impact of the ARS on the engagement of `reluctant participators' or students who reported that they are least likely to participate in class under normal conditions. Reluctant participators' perceptions of the helpfulness of the ARS were compared to those of non-reluctant participators. Finally, student comments were analyzed to determine why students with the most negative feelings about the ARS felt the way they did and which teaching practices using the ARS were ...

This study explores the efforts at Brigham Young University to improve preservice candidates' technology integration using the Teacher Work Sample (TWS) as an assessment tool. Baseline data that was analyzed from 95 TWSs indicated that students were predominantly using technology for productivity and information presentation purposes even though they had been taught to use technology for active student learning. Researchers discovered that decisions made about technology integration were heavily influenced by field instructors and TWS rubrics. An intervention plan was developed to train field instructors and 99 TWSs were analyzed the following year. The TWSs showed noticeable improvements including increases in the percentage of candidates who involved their K-12 students in using technology in their lessons.

Abstract This research sought to understand the disconnect between what preservice candidates learn about technology integration and their practice during field experiences, and to create interventions that would help to overcome the challenges. We evaluated the use of Teacher Work Samples (TWS) as a means for assessing preservice teachers' integration of technology during their field experiences. Our initial evaluation of 95 TWS showed that only 38% involved K-12 students using the technology. The predominant use ...

The Influence of Video Analysis on Teaching Tonya R. Tripp Department of Psychology Doctor of Philosophy As video has become more accessible, there has been an increase in the use of video for teacher reflection. Although past studies have investigated the use of video for teacher reflection, there is not a review of practices and processes for effective use of video analysis. The first article in this dissertation reviews 52 studies where teachers used video to reflect on their teaching. Most studies included in the review reported that video was a beneficial feedback method for teachers. However, few studies discussed how video encourages teachers to change their practices. The second article in this dissertations investigates the how video influences the teacher change process. The study found that teachers did change their practices as a result of using video analysis. Teachers reported that video analysis encouraged them to change because they were able to: (a) focus their anal...

Abstract The increasing ease and ubiquity of video has resulted in a proliferation of video annotation tools used and designed for improving education. While similar, each tool has its relative strengths and weaknesses. Choosing the'right'tool can have a veritable impact on the experience of teachers and the effectiveness of video as a means for improving teaching and learning. In this article, we present a framework, driven by guiding questions, for making an informed choice about which video annotation tool will best suit each individual ...