Using Video Creation Assignments to Help Pre-Service Teachers Understand Pedagogy 2.0
Abstract: The purpose of this exploratory research was to investigate how a video creation assignment might enhance pre-service teachers’ understanding of the complexity of using content creation applications in their future teaching. The intended goals of the activity were for pre-service teachers to see the value of creating content, appreciate the importance of sharing content with their peers, and understanding the importance of the unique pedagogy needed when using content creation tools in their future classrooms. Emerging technology has the potential to make significant changes to teaching and learning, and pre-service teachers need to understand that effectively integrating technology requires it to be grounded in pedagogical frameworks, informed by learner-centered principles, and sensitive to the learning context (MacLoughlin & Lee; 2008b). This research analyzes 81 students’ reflections and classroom activities to better understand how an instructional video assignment can help pre-service students make sense of teaching with content creation tools in their future classrooms. While content creation opens opportunities for students to express themselves in deep and meaningful ways, its success in the classroom may be limited without fully considering Pedagogy 2.0. Our poster presentation will outline this activity by unpacking the experience as it relates to McLoughlin & Lee’s 3 P’s of Pedagogy (2008b).
Presider: Monique Woodard, Drexel University