Producing Video-Cases That Enhance Instruction
Liz Stephens, Judy Leavell, Southwest Texas State University, United States ; Marta Fabris, University of Houston, United States ; Rhonda Buford, Margaret Hill, University of Houston—Clear Lake, United States
Journal of Technology and Teacher Education Volume 7, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Research on video-case methodology in teacher education indicates that preservice teachers benefit from the opportunity to collectively view and critique methods of teaching. This collaborative analysis is greatly enhanced when video cases are delivered in a manner that makes purposefully selected segments of video, or minicases, easily accessible. CD-ROM, laserdisk, and the newest information storage format, DVD, can do that; however, creating video case based instructional programs requires careful planning throughout the process of design, development, and evaluation. Four such video-case instructional programs are outlined, and authors of the programs define and describe important considerations in the making of the programs. Considerations range from philosophical issues such as the identification of a learning theory model to pragmatic ones such as the cost of duplicating a CD-ROM or laserdisk.
Stephens, L., Leavell, J., Fabris, M., Buford, R. & Hill, M. (1999). Producing Video-Cases That Enhance Instruction. Journal of Technology and Teacher Education, 7(4), 291-301. Charlottesville, VA: Society for Information Technology & Teacher Education.
© 1999 Society for Information Technology & Teacher Education
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