Video Annotated Technology: Exploring Teacher Candidates’ Adaptation to a New Tool in Student Teaching

Jillian Ardley *, Lisa Repaskey**
*-** Department of Early Childhood, Elementary, and Special Education (EESE), Norfolk State University (NSU), Virginia, USA.
Periodicity:July - September'2019
DOI : https://doi.org/10.26634/jet.16.2.16195

Abstract

Web 2.0 technologies are very familiar to students who represent the group called the “millennials” in this society due to their birthdates. They are noted for their technological savvy and their ability to use new information and communication technologies without reservation. With this in mind, teacher educators who utilize culturally relevant practices modified a traditional practice of one-dimensional videotaping to support the proficiencies of the participating teacher candidates. The tool used to support traditional video recording was a video annotation software tool that allows the reviewer to type comments in synchronization with the viewed portion of a recording. This video annotation tool allowed the teacher candidates to: a) record their lessons via a smartphone application, b) invite their university supervisor to watch in real-time, c) send a link of the university's media storage location via a built-in compression tool, as well as d) receive text feedback/annotations from their university supervisor within the recording that was in synchronization with the reviewed behavior. Overall, teacher candidates saw the video annotation tool as an effective tool to support collaborations with their university supervisor. Challenges such as storage limitations on smart phones and sound quality are discussed as well as other possible implications in this pilot study.

Keywords

Video Annotation Tools, Video Annotation Software, Student Teacher, Teacher Candidate, Student-Teacher Collaboration, Feedback, Video Instruction, Distance Learning Tools

How to Cite this Article?

Ardley, J., & Repaskey, L. (2019). Video Annotated Technology: Exploring Teacher Candidates’ Adaptation to a New Tool in Student Teaching. i-manager’s Journal of Educational Technology, 16(2), 35-49. https://doi.org/10.26634/jet.16.2.16195

References

[1]. Alexander, M., Williams, N.A., & Nelson, K.L. (2012). When you can't get there: using video self-monitoring as a tool for changing the behaviors of preservice teachers. Rural Special Education Quarterly, 31(4), 18-24. Retrieved from https://search.proquest.com/docview/ 1283786934?accountid=12610
[2]. Ardley, J., & Johnson, J. (2018). Video annotation software in teacher education: Researching university supervisor's perspective of a 21st century technology. Journal of Educational Technology Systems, 47(4), 479- 499. https://doi.org/10.1177/0047239518812715
[3]. Au, K. H. (1998). Social constructivism and the school literacy learning of students of diverse backgrounds. Journal of Literacy Research, 30(2), 297-319. https://doi.org/10.1080/10862969809548000
[4]. Ausburn, L.J., Ellis, A.M., & Washburn, E. (2011). Predictions for the future of american education: voices from classrooms and communities. Scholar-Practitioner Quarterly, 5 (1), 20-38.
[5]. Bailey, A., Zanchetta, M., Pon, G., Velasco, D., Wilson- Mitchell, K.& Hassan, A. (2016). The audacity of critical awakening. In Waddell, J., Cooper, L., & Gingras, J. Teaching as Scholarship: Preparing Students for Professional Practice in Community Services. Centre for the Advancement of the Scholarship of Teaching and Learning. Wilfrid Laurier Press. Toronto. Canada. 59-73.
[6]. Basile, C. G. (2009). Intellectual Capital: The Intangible Assets of Professional Development Schools. Albany: State University of New York Press.
[7]. Brewer, C. (2004). Near real-time assessment of student learning and understanding in biology. BioScience, 54 (11), 1034-1039. https://doi.org/10.1641/ 0006-3568(2004)054[1034:NRAOSL]2.0.CO;2
[8]. Charmaz, K. (2006). Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis. Thousand Oaks: Sage Publications.
[9]. Coco, M. I., Dale, R., & Keller, F. (2018). Performance in a collaborative search task: The role of feedback and alignment. Topics in Cognitive Science, 10(1), 55-79. https://doi.org/10.1111/tops.12300
[10]. Coghlan, D. (2003). Practitioner research for organizational knowledge: mechanistic- and organisticoriented approaches to insider action research. Management Learning, 34(4), 451-463. https://doi.org/ 10.1177/1350507603039068
[11]. Daniel, G. R., Auhl, G., & Hastings, W. (2013). Collaborative feedback and reflection for professional growth: preparing first-year pre-service teachers for participation in the community of practice. Asia-Pacific Journal of Teacher Education, 41 (2), 159-172. https://doi.org/10.1080/1359866X.2013.777025
[12]. Danielowich, R. M., & McCarthy, M. J. (2013) Teacher educators as learners: How supervisors shape their pedagogies by creating and using classroom videos with their student teachers. Action in Teacher Education. 35(3), 147-164. https://doi.org/10.1080/01626620.2013. 806231
[13]. DuPaul, G.J., Weyandt, L.L., & Janusis, G.M. (2011). ADHD in the classroom: Effective intervention strategies. Theory into Practice, 50(1), 35-42. https://doi.org/10. 1080/00405841.2011.534935
[14]. Freire, P. (1970). Pedagogy of the Oppressed. New York: Seabury Press.
[15]. Gant, A. (2017). We are all in this together. Retrieved from http://www.ncate.org/about/news-room/were-all-inthis- together
[16]. Gay, G. & Kirkland, K. (2003). Developing cultural critical consciousness and self-reflection in preservice teacher education. Theory into Practice, 42 (3), 181-187. https://doi.org/10.1207/s15430421tip4203_3
[17]. Glaser, B. G. & Strauss, A. L. (1967). The Discovery of Grounded Theory. Strategies for Qualitative Research. Chicago: Aldine.
[18]. Groff, J. (2013). Technology-rich innovative learning environments. In Proceedings from the Organisation for Economic Co-operation and Development, Information and Communication Technologies. Paris, France. Retrieved from http://www.oecd.org/education/ceri/ Technology-Rich%20Innovative%20Learning%20 Environments%20by%20Jennifer%20Groff.pdf
[19]. Grove, K.J. (2008). Student teacher ICT use: field experience placements and mentor influences. In Proceedings from the Organisation for Economic Cooperation and Development, Information and Communication Technologies, and Teacher Training Expert Meeting. Paris, France. Retrieved from http://www.oecd.org/education/ceri/41674583.pdf
[20]. Keene, D. L. & Handrich, R. R. (2010). Tattoos, tolerance, technology, and TMI: welcome to the land of the millennials. American Society of Trial Consultants, 22 (2), 33-46. Retrieved from http://www.thejuryexpert. com/wp-content/uploads/KeeneHandrichJul2010 Volume22No4.pdf
[21]. Kilian, T., Hennigs, N., & Langner, S. (2012). Do millennials read books or blogs? Introducing media usage typology of the internet generation. Journal of Consumer Marketing, 29 (2), 114-124. https://doi.org/10. 1108/07363761211206366
[22]. Kpanja, E. (2001). A study of the effects of video recording in microteaching training. British Journal of Educational Technology, 32(4), 483-486. https://doi.org/ 10.1111/1476-8535.00215
[23]. Ladson-Billings, G. (2006a). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Research, 35 (7). 3-12. https://doi.org/10.3102/0013189X035007003
[24]. Ladson-Billings, G. (2006b). "Yes, but how do we do it. Practicing culturally relevant pedagogy.”. In Landsman, J., & Lewis, C. W. (Eds.), White teachers/diverse classrooms: A guide to building inclusive schools, promoting high expectations, and eliminating racism. Sterling: Stylus.
[25]. McConnell, T.J., Lundeberg, M.A., Koehler, M.J., Urban-Lurain, M., Zhang, T., Mikeska, J., Parker, J., Zhang, M., & Eberhardt, J. (2008, January). Video-based reflection: What is the real effect on reflections of inservice teachers? In 2008 International Conference of the Association of Science Teacher Educators, Saint Louis, MO
[26]. McLoughlin, C. & Lee, M. J. W. (2008). Mapping the digital terrain: New media and social software as catalysts for pedagogical change. Proceedings ascilite Melbourne 2008.
[27]. Miles, M.B. & Huberman, A.M. (1994) Qualitative data analysis: An expanded sourcebook (2nd. Ed). London: Sage.
[28]. Miller, M.J., & Carney, J. (2009). Lost in translation: using video annotation software to examine how a clinical supervisor interprets and applies a statemandated teacher assessment instrument. The Teacher Educator, 44(4), 217-231. https://doi.org/10.1080/ 08878730903180200
[29]. Norfolk State University. (2012). Norfolk State University Conceptual Framework. Norfolk: Norfolk State University.
[30]. Norfolk State University. (2018). Student teacher handbook. Norfolk, VA: Norfolk State University, School of Education.
[31]. Olivero, J. L. (1970). Microteaching: Medium for improving instruction. New York, NY. Charles E. Merrill and Company.
[32]. O' Reilly, T. (2005). What is web 2.0: Design patterns and business models for the next generation of software. Retrieved 7 July 2018 from http://www.oreillynet. com/lpt/a/6228/.
[33]. Philip, T. M. & Garcia, A. D. (2013). The importance of still teaching the iGeneration: new technologies and the centrality of pedagogy. Harvard Educational Review, 83 (2), 300-319. https://doi.org/10.17763/haer.83.2. w221368g1554u158
[34]. Rickes, P.C. (2009). Make way for milliennials! How today's students are shaping higher education space. The Journal for the Society of College and University Planning, 7-17.
[35]. Rooney, P. (2005). Researching from the inside, does it compromise validity: A discussion. Level 3, 3(1). https://doi.org/10.21427/D7V44V
[36]. Santagata, R. (2009). Designing video-based professional development for mathematics teachers in low-performing schools. Journal of Teacher Education, 60(1), 38-51. https://doi.org/10.1177/002248710832 8485
[37]. Selwyn, N. (2010). Web 2.0 and the school of the future, today. In Organisation for Economic Co-operation and Development (eds.), Inspired by Technology, Driven by Pedagogy: A systemic approach to technology-based school innovation. OCED: Paris, France.
[38]. Sewall, M. (2009). Transforming supervision: Using video elicitation to support preservice teacher-directed reflective conversations. Issues in Teacher Education, 18(2), 11-30. Retrieved from https://proquest.com/ docview/233314886?accountid=12610
[39]. Sharp, L. A. (2016). ESEA reauthorization: An overview of the every child succeeds act. Texas Journal of Literacy Education, 4 (1), 9-13.
[40]. Smith, J. & Noble, H. (2014). Bias in research. Evidence Based Nursing. 17(4), 100-101. https://doi.org/ 10.1136/eb-2014-101946
[41]. Stapleton, J., Tschida, C., & Cuthrell, K. (2017). Partnering principal and teacher candidates: Exploring a virtual coaching model in teacher education. Journal of Technology and Teacher Education, 25 (4), 495-519.
[42]. Stewart, T. A. (1999). Intellectual capital. New York, NY: Currency
[43]. Vygotsky, L.S. & Cole, M. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
[44]. Zanchetta, M. S., Bailey, A., Kolisnyk, O., Baku, L., Schwind, J., Osino, E., ... & Hassan, A. (2017). Mentors' and mentees' intellectual-partnership through the lens of the transformative learning theory. Nurse Education in Practice, 25, 111-120. https://doi.org/10.1016/j.nepr. 2017.05.009

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

If you have access to this article please login to view the article or kindly login to purchase the article
Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.