The Use of Screencasting to Transform Traditional Pedagogy in a Preservice Mathematics Content Course
Shannon Guerrero, Drew Baumgartel, Maren Zobott, Northern Arizona University, United States
JCMST Volume 32, Number 2, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Screencasting, or digital recordings of computer screen outputs, can be used to promote pedagogical transformation in the mathematics classroom by moving explicit, procedural-based instruction to the online environment, thus freeing classroom time for more student-centered investigations, problem solving, communication, and collaboration. This paper reports on the findings of a research project that investigated the effects of such a transformation on student attitudes and achievement in a university level “Mathematics for Elementary Teachers” course. Students in one section of the course experienced a transformed pedagogy through the use of screencasted lectures while students in another section received the more “conventional” instructional approach. The project employed a mixed methods design that included a pre-post content exam, a pre-post mathematics attitude survey, open-ended student responses, and instructor insights. Findings indicate that using screencasting to free up class time for more student-centered interaction and problem solving has positive effects on both student learning and student attitudes toward mathematics. In addition, student open-ended responses and instructor insights underscore several beneficial outcomes of such a pedagogical tranformation. Implications of this project focus on factors related to student learning, classroom pedagogy, and curriculum design.
Guerrero, S., Baumgartel, D. & Zobott, M. (2013). The Use of Screencasting to Transform Traditional Pedagogy in a Preservice Mathematics Content Course. Journal of Computers in Mathematics and Science Teaching, 32(2), 173-193. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2013 Association for the Advancement of Computing in Education (AACE)
Cited ByView References & Citations Map
Flipped vs. Traditional Classrooms in High School Chemistry: A Case for Emphasizing Quality of Implementation
Robin Kay & Kelsey Dermott, UOIT, Canada
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2299–2305
Sandra Fital-Akelbek & Mahmud Akelbek, Weber State University, United States
Journal of Computers in Mathematics and Science Teaching Vol. 37, No. 2 (April 2018) pp. 93–109
Redesigning a statistical concepts course to improve retention, satisfaction, and success rates of non-traditional undergraduate students
Nimet Alpay, Pamela Ratvasky, Natalya Koehler, Carolyn LeVally & Tawana Washington, Franklin University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 65–78
Robin Kay, UOIT, Canada; Thom MacDonald, Durham College, Canada
EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 1559–1565
Robin Kay & Tracy Murray, UOIT, Canada
EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 1204–1208
Sandra Fital-Akelbek, Weber State University, United States
EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 1177–1182
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.