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Best Practices for Producing Video Content for Teacher Education
ARTICLE

, University of Michigan-Dearborn, United States

CITE Journal Volume 10, Number 2, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Through the use of Web 2.0 technologies the production and distribution of professional digital video content for use in teacher education has become more prevalent. As teachers look to learn from and interact with this video content, they need explicit support to help draw their attention to specific pedagogical strategies and reduce cognitive load. This support can be provided through the use of different design strategies that include providing access to prompts, teacher commentary, reflective tools, and multiple representations of a particular observation. This article provides a review of these design strategies and discusses the ways in which they can be used to produce effective video for teacher education.

Citation

Brunvand, S. (2010). Best Practices for Producing Video Content for Teacher Education. Contemporary Issues in Technology and Teacher Education, 10(2), 247-256. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved April 20, 2019 from .

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References

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Cited By

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  2. Facilitating Access to Digital Records of Practice in Education with Technology

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  3. Creating an Interactive Virtual Community of Linguistically and Culturally Responsive Content Teacher-Learners to Serve English Learners

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  4. Video re-use in mathematics teacher education

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  5. Video-based Assessment for Learning in Teacher Education

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    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 581–585

  6. The Use of Video in Knowledge Transfer of Teacher-Led Psychosocial Interventions: Feeling Competent to Adopt a Different Role in the Classroom / L’utilisation de la vidéo dans le transfert de connaissances dans les interventions psychosociales

    Caroline Beauregard, Transcultural Research and Intervention Team (Erit) Universit de Montral; Ccile Rousseau, Transcultural Research and Intervention Team (Erit) McGill University; Sally Mustafa, Transcultural Research and Intervention Team (Erit)

    Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 41, No. 1 (Mar 12, 2015)

  7. Testing a TPACK-Based Technology Integration Observation Instrument

    Mark Hofer, College of William and Mary, United States; Neal Grandgenett, University of Nebraska at Omaha, United States; Judi Harris, College of William and Mary, United States; Kathy Swan, University of Kentucky, United States

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4352–4359

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.