Composing with new technology: Teacher reflections on learning digital video
Abstract
This study explores teachers’ reflections on their learning to compose with new technologies in the context of teacher education and/or teacher professional development. English language arts (ELA) teachers (n = 240) in 15 courses learned to use digital video (DV), completed at least one DV group project, and responded to open-ended survey questions. The data examined connections they made between print and DV composing, the best and most frustrating aspects of DV, content they still wanted to learn, and its relevance in their classrooms. The findings demonstrate high engagement with DV, the use of transmediation in making connections between print and DV, the reporting of both enjoyment and frustration with DV, and perceived curricular value with DV in the classroom. Implications include the need for teachers to have practical experiences with DV and opportunities to reflect on content and pedagogical applications.
Reference
Bruce, D. L., & Chiu, M. M. (2015). Composing with new technology: Teacher reflections on learning digital video. Journal of Teacher Education, 66(3), 272-287. http://dx.doi.org/10.1177/0022487115574291
Journal
Journal of Teacher Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
240
Other Participant Data
Duration of Data Collection
Data Sources
- Questionnaire
- University coursework assignment (e.g. writing/project done for a grade)
- Video
Data Analysis Tools
- Multilevel, multivariate outcome logit analysis
Researcher Positionality
- inside (staying their own students)
- Inside (studying their own practices)
Research Questions
"What explicit connections do teachers make between print and DV composing? What do teachers perceive as the best parts of learning DV versus the most frustrating parts of learning DV? If the teachers were to continue their instruction, what else would they like to learn? And, what relevance does DV have in the ELA classroom for the teaching of reading and writing?" (p. 272)
Is this research question explicit from the manuscript? Yes