Bringing Digital Storytelling to the Elementary Classroom: Video Production for Preservice Teachers

Shelton, Catharyn; Archambault, Leanna; Hale, Annie

doi:10.1080/21532974.2016.1276871

Cited by 56 publications

(54 citation statements)

References 17 publications

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“…The pre-service teachers learned about video production and were empowered to teach it to their future students. Earlier research has shown that employing ICT teaching methods in teacher education facilitates pre-service teachers' later use of similar methods in their own teaching (Hathaway & Norton 2012;Shelton, Archambault & Hale 2017;Wetzel et al, 2014). An additional benefit of this teaching experiment was that it made elementary school students produce videos immediately too, and thereby, to a small extent, the experiment had a direct influence on the elementary classroom and pupils' skills of content creation.…”

Section: The Potential Of Video-mediated Physics Instruction In Pre-smentioning

confidence: 97%

“…The experiment was planned according to the design features summarized by Shelton, Archambault and Hale (2017, p. 60), including valuable recommendations that a successful video project should, e.g., "be presented as an instructional strategy within the course, not as the object of study, but rather a tool for developing conceptual understanding", and "be guided by an authentic problem, which provides a purpose and audience for the video". Video production methods have been reported as allowing pre-service teachers to engage creatively and meaningfully with the course content (Hayes 2003), to learn procedural skills (Hathaway & Norton 2012), and to increase their interest and confidence in using similar ICT approaches with future students (Shelton, Archambault & Hale 2017).…”

Section: Statesmentioning

confidence: 99%

“…The process of content production facilitates an emotional connection and profounder conceptual understanding to the topic (cf. Shelton, Archambault & Hale 2017). In addition, the iteration involved in the planning and refining video footage may have enhanced pre-service teachers' content learning.…”

Section: The Potential Of Video-mediated Physics Instruction In Pre-smentioning

confidence: 99%

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Video-Mediated Physics Instruction From Preservice Teachers to Elementary Students: Experiences and Reflections

Laherto

Laherto²

2018

Journal of Digital Learning in Teacher Education

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Addressing the widely reported deficiencies in elementary teachers' competence in technology use and in inquiry-based science instruction, we present and assess a novel teaching experiment conducted in a university-school collaboration. Pre-service elementary teachers planned and produced teaching videos in which they gave instructions on experimental work to a class of 11-year-old pupils. Pupils watched the videos, carried out the experiments, and videoed their feedback to the pre-service teachers. In their qualitative and quantitative questionnaire responses, the pre-service teachers (n=130) reported having learnt broadly about physics concepts, experiments, pupils' conceptions and abilities, and the use of ICT in teaching and learning. We discuss the detected benefits, problems and potential of video-mediated instruction of real-life student work in pre-service teacher education.

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Section: The Potential Of Video-mediated Physics Instruction In Pre-smentioning

confidence: 97%

Section: Statesmentioning

confidence: 99%

Section: The Potential Of Video-mediated Physics Instruction In Pre-smentioning

confidence: 99%

See 1 more Smart Citation

Video-Mediated Physics Instruction From Preservice Teachers to Elementary Students: Experiences and Reflections

Laherto

Laherto²

2018

Journal of Digital Learning in Teacher Education

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“…Pedagogical practices for teaching about sustainability most commonly reported were the use of videos (M = 19 teachers per topic) and read-aloud books (M=16 teachers per topic). Use of videos as the most prevalent mode of teaching was not surprising given that the pre-service teachers completed a hybrid course and reported learning about sustainability topics through videos as an effective strategy (Shelton, Archambault, & Hale, 2017;Shelton, Hale, & Archambault, 2016). We have found that digital stories offer several pedagogical advantages for sustainability education.…”

Section: Pedagogical Practices: Digital Storytelling and Literacymentioning

confidence: 99%

Sustainability Education in Elementary Classrooms: Reported Practices of Alumni from a Pre-Service Teacher Course

Merritt

Archambault

Hale

2018

Discourse and Communication for Sustainable Education

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The article reflects results from a web-based survey of early career teachers who had taken a required, hybrid course focused on sustainability science. Many alumni reported early efforts to integrate sustainability topics and ways of thinking into their K-8 classrooms. Teachers reported modeling of classroom behaviors that promoted sustainability more than implementing sustainability into the curriculum. Read-aloud books and videos were used frequently, suggesting the need for available high quality children’s books and videos on sustainability topics. Supports that were most helpful to teachers included school-wide initiatives, curricular and instructional resources, like-minded colleagues and supportive administrators. Lack of time and alignment with curricula were barriers that hindered some teachers’ progress, suggesting the importance of systemic curricular reform that brings awareness to the Sustainable Development Goals.

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“…Due to the use of technology in educational settings, the role of the teacher has shifted (Amin, 2016;Ozdamli & Asiksoy, 2016;Shelton, Archambault, & Hale, 2017;W. Stone, 2000).…”

Section: Introductionmentioning

confidence: 99%

Cognitive Dissonance & Plagiarism: the Banality of Academic Dishonesty

Adishesa

Prawiro

2020

JEHCP

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This study attempted to apply the hypocrisy induction principle in a real-life setting, a behavioral modification method in which cognitive dissonance was invoked in order to dissuade people from certain undesirable behavior. The aim of this experiment was testing the effect of hypocrisy induction in decreasing plagiarism among students. 136 high school students in their second year were categorized into four groups (hypocrisy, commitment only, mindful only, control), and given a task in which plagiarism was made possible. The tasks submitted by the students were given a plagiarism score using a program which matches them with online articles. Data analysis showed that the hypocrisy induction did not produce a significant effect on plagiarism. 92% of participants committed plagiarism in varying levels, indicating a banality of plagiarism in the school. The implications of these results on plagiarism prevention were discussed.

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Bringing Digital Storytelling to the Elementary Classroom: Video Production for Preservice Teachers

Cited by 56 publications

References 17 publications

Video-Mediated Physics Instruction From Preservice Teachers to Elementary Students: Experiences and Reflections

Video-Mediated Physics Instruction From Preservice Teachers to Elementary Students: Experiences and Reflections

Sustainability Education in Elementary Classrooms: Reported Practices of Alumni from a Pre-Service Teacher Course

Cognitive Dissonance & Plagiarism: the Banality of Academic Dishonesty

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