Ten Essential Questions Educators Should Ask When Using Video Annotation Tools
- 393 Downloads
The increasing ease and ubiquity of video has resulted in a proliferation of video annotation tools used and designed for improving education. While similar, each tool has its relative strengths and weaknesses. Choosing the “right” tool can have an impact on the experience of teachers and the effectiveness of video as a means for improving teaching and learning. In this article, we present ten guiding questions for making an informed choice about which video annotation tool will best suit each individual situation.
KeywordsVideo Annotation Tools Video Teach Development Video Analysis Video Reflection Teacher Inquiry
Unable to display preview. Download preview PDF.
- Barber, L. (1990). Self-Assessment. In J. Milman & L. Darling-Hammond (Eds.), The new handbook of teacher evaluation: Assessing elementary and secondary school teachers. (pp. 216–28). Newbury Park, CA: Sage.Google Scholar
- Calandra, B., & Brantley-Dias, L. (in press). Using digital video editing to shape novice teachers. A generative process for nurturing professional growth. Educational Technology. Google Scholar
- Miller, M., & Carney, J. (2007). Using video traces software to support the statewide assessment and licensure of beginning teachers. Presentation given at the annual meeting of the American Association of Colleges of Teacher Education. New York, NY.Google Scholar
- Pea, R., & Hay, K. (2002). Report to the National Science Foundation: CILT workshop on digital video inquiry in learning and education. Stanford, CA: Stanford University.Google Scholar
- Preston, M., Ginsberg, H. P., Jang, S., Eisenband, J. G., Moretti, F., & Sommer, P. (2005). Video interactions for teaching and learning (VITAL): A learning environment for courses in early childhood mathematics education. Presentation given at the annual meeting of the American Educational Research Association. Montréal, Canada.Google Scholar
- Prusak, K., Dye, B. R., Graham, C. R., & Graser, S. (in press). Reliability of pre-service physical education teachers’ coding of teaching videos using Studiocode analysis software. Journal of Technology and Teacher Education.Google Scholar
- Rosaen, C., Lundeberg, M., & Terpstra, M. (in press). The case for constructing video cases: Promoting complex, specific, learner-centered analysis of discussion. Educational Technology. Google Scholar
- Shepherd, C., & Hannafin, M.J. (2008). Facilitating professional development through video-based, formative assessment e-portfolios. Journal of Computing in Teacher Education, 25(1), 63–69. Google Scholar
- Sherin, M. G., & van Es, E. A. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education, 13, 475–491.Google Scholar
- van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571–596.Google Scholar
- Zeichner, K., & Tabachnick, B. R. (1991). Reflections on reflective thinking. In B. R. Tabachnick & K. Zeichner (Eds.), Issues and practices in inquiry-oriented teacher education. (pp. 1–21). Bristol, PA: The Falmer Press.Google Scholar