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Video for teaching: classroom use, instructor self-production and teachers’ preferences in presentation format

Video for teaching: classroom use, instructor self-production and teachers’ preferences in... This study explores the use of digital videos in education, from the perspective of the teacher as an agent of technological integration. Secondary and university teachers were surveyed in a region-wide case study. Three topics were specifically surveyed: common uses of digital video in teaching, instructor self-production of educational videos, and preferences in common presentation formats (chalk-and-talk, screencast, PowerPoint, demonstration and whiteboard writing). Results show that secondary teachers make more use of digital video and are more innovative than university teachers. Video self-production is scarce, though respondents declare a positive attitude, with time constraints and technical qualification as main reported obstacles. Preferences in video presentation formats reveal notable differences between secondary and university teachers for some formats. Preferences are also moderately influenced by the teacher’s knowledge field, and by experience with ICT and video production. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png "Technology, Pedagogy and Education" Taylor & Francis

Video for teaching: classroom use, instructor self-production and teachers’ preferences in presentation format

Video for teaching: classroom use, instructor self-production and teachers’ preferences in presentation format

"Technology, Pedagogy and Education" , Volume 29 (2): 16 – Mar 14, 2020

Abstract

This study explores the use of digital videos in education, from the perspective of the teacher as an agent of technological integration. Secondary and university teachers were surveyed in a region-wide case study. Three topics were specifically surveyed: common uses of digital video in teaching, instructor self-production of educational videos, and preferences in common presentation formats (chalk-and-talk, screencast, PowerPoint, demonstration and whiteboard writing). Results show that secondary teachers make more use of digital video and are more innovative than university teachers. Video self-production is scarce, though respondents declare a positive attitude, with time constraints and technical qualification as main reported obstacles. Preferences in video presentation formats reveal notable differences between secondary and university teachers for some formats. Preferences are also moderately influenced by the teacher’s knowledge field, and by experience with ICT and video production.

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References (64)

Publisher
Taylor & Francis
Copyright
© 2020 Technology, Pedagogy and Education Association
ISSN
1747-5139
eISSN
1475-939X
DOI
10.1080/1475939X.2020.1726805
Publisher site
See Article on Publisher Site

Abstract

This study explores the use of digital videos in education, from the perspective of the teacher as an agent of technological integration. Secondary and university teachers were surveyed in a region-wide case study. Three topics were specifically surveyed: common uses of digital video in teaching, instructor self-production of educational videos, and preferences in common presentation formats (chalk-and-talk, screencast, PowerPoint, demonstration and whiteboard writing). Results show that secondary teachers make more use of digital video and are more innovative than university teachers. Video self-production is scarce, though respondents declare a positive attitude, with time constraints and technical qualification as main reported obstacles. Preferences in video presentation formats reveal notable differences between secondary and university teachers for some formats. Preferences are also moderately influenced by the teacher’s knowledge field, and by experience with ICT and video production.

Journal

"Technology, Pedagogy and Education"Taylor & Francis

Published: Mar 14, 2020

Keywords: Educational video; video lectures; video instruction; higher education; secondary education

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