Abstract: As a vehicle for reflection, digital video can be easily taught to teacher education students and incorporated into digital portfolios. This process has been integrated in a teacher education program in which candidates produce videos of teaching and engage their cooperating teachers and/or supervising instructors in a reflective, video-enhanced dialog we refer to as Video Meta Reflection (VMR). VMR emphasizes multiple “lenses” for reflection that include camera placement, editing, and placement within non-video reflective text. We will present a two-phase instructional model for teaching video that moves candidates from simple, fixed camera, unedited video to more sophisticated production techniques using a panning camera. We will present new findings from two elementary education classes that successfully implemented VMR. We also present solutions for equipment processes in placement schools. Finally, we will show how to incorporate the videos into web-based digital portfolios.
1. Teacher educators will gain experience with the video reflection model designed for large-scale adoption in their program.
2. Teacher educators will learn how to teach essential video techniques in their practicum and student teaching courses.
3. Teacher educators will learn how to engage student teachers, cooperating teachers, and supervising instructors in the process of capturing video in K-12 classrooms and reflecting on video.
4. Teacher educators will learn how to incorporate video into digital portfolios as part of a larger reflective practice pedagogy.
Show examples of completed VMR videos and web exhibits
Simple recording with built-in cameras
Building a technical grammar for whole classroom video:
• Points of View
• Camera Placement
• Camera Angle
• Camera Movement
• Shot Composition
• Voice over
• Shot sequencing
• Graphics or photos
Video Meta Reflection (VMR) in editing
• What to record: Performance tasks, student engagement, etc.?
• Lenses for editing: INTASC? Enduring understandings, etc?
• Creating the narrative video documenting performance edited to selected lenses
• Meeting with cooperating teacher and/or supervising instructor
• Creating the reflective video
Web Exhibit Construction
• Easy web-construction tools
• Video file formats
• Embedding video into web pages
• Adding other artifacts and text-based reflection
This workshop is designed for teacher educators at all levels of the program. Participants from programs with digital portfolios initiatives will find this workshop especially useful as will participants from programs seeking to incorporate video into their program. Participants should have general skills with computers. Experience with digital video is helpful but not required. The workshop will be taught using iMovie but the general concepts can be applied to most video editing tools.
The lead presenter is an Associate Professor of Educational Technology and the Director of a center for educational technology at a mid-sized public university. From 1999-2003, the lead presenter was co-principal investigator of a $3M PT3 project funded by the U.S. Department of Education. That project involved campus- and school-based technology initiatives that included the development of video cases for supporting reflection in teacher education. This presenter’s Ph.D. is in Educational Psychology with emphases in learning, cognition and technology.
The second presenter is a Library Media Specialist in a small town middle school. She also holds a teaching license in computer education. With the lead presenter, she developed the VMR model during her student teaching semester. This presenter has conducted workshops on technology in teacher education at regional and national conferences.
The third presenter is a Kindergarten teacher who also holds both a technology license and a principal’s license. The presenter has conducted training on assessment and portfolios for teachers in Indiana and Virginia. She is presently pursuing a Ph.D. in Elementary Education while still teaching kindergarten.
The fourth presenter holds degrees in special education and educational technology and a teaching license in elementary education. At the university level, she teaches methods courses in elementary education after teaching in the public schools for more than twenty years. She has served as consultant for National Geographic, the State of Tennessee, and the American Memory Project from the Library of Congress. She specializes in the integration of research-based instructional strategies, including reflective practice and technology. Working collaboratively with the campus laboratory school, her students focus on understanding the impact of reflective practice through the use and management of technology resources.
No presider for this session.
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