Use of digital video technology in an elementary school foreign language methods course

Abstract

This article presents a case study of the use of digital video technology with a new pedagogical approach under a constructivist framework in an elementary school foreign language methods course. Data were collected through interviews with the methods course instructor, field notes, analytical notes from videotaped student presentations of their learning from the video clips, students' mid-semester evaluation of the use of video clips, and end-of-semester student reflections on open-ended questions regarding the use of video clips. A careful examination of the data identified themes that illustrate the characteristics of the use of digital video technology under a constructivist framework. Those themes include the flexibility and capability of digital video technology, the development of the video clips, students' ownership of knowledge, feedback from the students, and evaluation of the use of video clips. This case reports the vision of technology integration being realized. It results from the presence of technology, the instructor's pedagogical knowledge, and his or her content expertise.

Technological Literacy: Teachers’ Progressive Approach Used for 21st Century Students’ Academic Success in Vibrant Environment

“…Persistency in technological literacy among teachers is essential for the requirements of their professions (Gorder, 2008). In educational institution, less technologically literate teachers minimize daily working of an organization (Chuang & Rosenbusch, 2005;Crowe, 2006;Goddard, 2002;Mahapatra & Lai, 2005;Thompson, 2013). Teachers' training institutions are making efforts to reshuffle their programs to manage the impending and prospective capabilities for teachers.…”

Pedagogical applications of Vlogs: An investigation into ESP learners' perceptions

“…For instance, Godwin‐Jones (2003) indicated that video technology significantly facilitated computer‐mediated communication for language learners since it allowed for personal appearance and individual language variations. Additionally, drawing on a constructivist framework, Chuang and Rosenbusch (2005) performed an empirical study and revealed that video technology provided opportunities for inquiry‐based instruction and supported a cooperative learning environment in which students' ownership was greatly enhanced. By the same token, Wagener (2006) found that digital videos could also enhance independent learning skills.…”

Weaving technology in the design of learning experiences in world language teacher education: the development of a cognitive tool, an instructional device and an exploration

“…A recent report presents a good example of the changed role of a teacher and sheds some light on the impact of the redefinition of the role of a teacher educator on the quality of preservice teachers' experiences (Chuang & Rosenbusch, 2005). The authors analyzed a digital video project implemented in WLTE, specifically an elementary foreign language methods class.…”

“…Possibilities to exploit the potential of PBL are explained in relation to pedagogical processes and content. Although the context of WLTE has been explored, there is very little research on WLTE tasks (e.g., and even less on the use of technology on WLTE tasks (e.g., Chuang & Rosenbusch, 2005). This article discusses how some of the possibilities that PBL offers to WLTE can be operationalized and argues that providing preservice teachers experiences with and exposure to sophisticated pedagogical interventions such as the ones supported by PBL can improve the integration of technology into the design of language learning activities.…”

“…participant ownership and motivation. Both of these qualities have been linked to the success of PBL (Chuang & Rosenbusch, 2005).…”