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Using Swivl Robotic Technology in Teacher Education Preparation: A Pilot Study

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Abstract

Based on requirements to promote for reflective practice, both CAEP and edTPA suggest adding a video component to clinical practice. This qualitative pilot study evaluated Swivl as that potential recording technological device for clinical practice. During a clinical practice cycle at a private university in the southeastern region of the US and in partnership with public school districts, teacher candidates piloted Swivl technology. Summative data were collected and researchers triangulated the data to identify emergent themes. Researchers discussed specific strengths and challenges in the use of the Swivl device and provided insights on the viability of this technology’s potential use in teacher education preparation.

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Authors and Affiliations

Authors

Corresponding author

Correspondence to Justin O’Neill Mitchell.

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Conflict of Interest

The authors declare that they have no conflict of interest.

Ethical Approval/Statement of Human Rights

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards and was approved by the Institutional Review Board at Charleston Southern University.

Informed Consent

Informed consent was obtained from all individual participants included in the study.

Additional information

This pilot study was a collaborative project conducted within the School of Education at Charleston Southern University in Charleston, South Carolina. The purpose was to select appropriate technology to support and enhance our student teachers in their clinical practice.

All professors/authors contributed this study.

Appendix

Appendix

Swivl Exit Survey

  1. 1.

    Did the Swivl device work properly when you attempted to use it?

  2. 2.

    Were you able to save and view your videos?

  3. 3.

    What did you learn about yourself as an educator through the Swivl experience?

  4. 4.

    What do you feel future candidates need to know or do to best use Swivl

  5. 5.

    How could Swivl impact teaching and learning in the classroom?

  6. 6.

    What suggestions would you offer for the SOE for future implementation of Swivl in clinical practice?

  7. 7.

    Any other comments:

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Franklin, R.K., O’Neill Mitchell, J., Walters, K.S. et al. Using Swivl Robotic Technology in Teacher Education Preparation: A Pilot Study. TechTrends 62, 184–189 (2018). https://doi.org/10.1007/s11528-017-0246-5

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  • DOI: https://doi.org/10.1007/s11528-017-0246-5

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