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Technology for Critical Pedagogy: Beyond Self-Reflection with Video
PROCEEDINGS

, Monmouth University, United States

Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-37-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper*i opens with a story of what was once cutting-edge, state-of- the-art technology and its integration into preservice teacher preparation. It is a story of the technology, in this case video recording, the theories applied to its educational use and a specific teacher training method – microteaching. The historical context of microteaching with video recording feedback is presented. The further evolution of this technology in self-reflective methods is explored by considering the combination of inner development of the individual teacher with the outer, critical examination of social contexts of teaching. The final part of the paper attempts to construct a critical framework for utilizing both inner, self-reflective models of video feedback with models of critical video ethnography, used by the author in overseas educational development work in Africa, that examine situational practice. This paper will explore the theory foundation of these models in search of common principles to inform the practical use of video in new models of critical inquiry and reflection in professional development.

Citation

McCurry, D. (2000). Technology for Critical Pedagogy: Beyond Self-Reflection with Video. In D. Willis, J. Price & J. Willis (Eds.), Proceedings of SITE 2000--Society for Information Technology & Teacher Education International Conference (pp. 6-11). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved December 12, 2019 from .

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