Content Area Vocabulary Videos in Multiple Contexts: A Pedagogical Tool
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| Title: | Content Area Vocabulary Videos in Multiple Contexts: A Pedagogical Tool |
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| Language: | English |
| Authors: | Webb, C. Lorraine, Kapavik, Robin Robinson |
| Source: | Journal of Educational Multimedia and Hypermedia. Jan 2015 24(1):75-92. |
| Availability: | Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Video Technology, Self Efficacy, Computer Attitudes, Statistical Analysis, Qualitative Research, Vocabulary, Correlation, Content Area Reading, Technology Uses in Education, Photography, Electronic Equipment, Student Surveys, Technology Integration, Context Effect |
| ISSN: | 1055-8896 |
| Abstract: | The authors challenged pre-service teachers to digitally define a social studies or mathematical vocabulary term in multiple contexts using a digital video camera. The researchers sought to answer the following questions: 1. How will creating a video for instruction affect pre-service teachers' attitudes about teaching with technology, if at all? 2. How will creating a video for instruction affect pre-service teachers' self-efficacy pertaining to the assignment, if at all? 3. When given an open-ended assignment on the subject of content area vocabulary, what themes will emerge from student-created videos? Quantitative data were collected from pre- and post-survey questions, and qualitative data derived from the videos themselves. Somewhat predictably, correlations were found between technology attitudes and self-efficacy. Correlations were also significant between the anticipated graduation rate and the pre-service teachers' attitudes. Two themes emerged from the qualitative data: generational involvement and home connections. |
| Abstractor: | As Provided |
| Number of References: | 21 |
| Entry Date: | 2015 |
| Access URL: | https://www.editlib.org/p/42014/ |
| Accession Number: | EJ1051057 |
| Database: | ERIC |
| Abstract: | The authors challenged pre-service teachers to digitally define a social studies or mathematical vocabulary term in multiple contexts using a digital video camera. The researchers sought to answer the following questions: 1. How will creating a video for instruction affect pre-service teachers' attitudes about teaching with technology, if at all? 2. How will creating a video for instruction affect pre-service teachers' self-efficacy pertaining to the assignment, if at all? 3. When given an open-ended assignment on the subject of content area vocabulary, what themes will emerge from student-created videos? Quantitative data were collected from pre- and post-survey questions, and qualitative data derived from the videos themselves. Somewhat predictably, correlations were found between technology attitudes and self-efficacy. Correlations were also significant between the anticipated graduation rate and the pre-service teachers' attitudes. Two themes emerged from the qualitative data: generational involvement and home connections. |
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| ISSN: | 1055-8896 |
