Focus on Pedagogy: The Use of Digital Video and iMovie in K12 Schools A project funded by a UTS Indu

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Focus on Pedagogy The Use of Digital Video and
iMovie in K-12 Schools(A project funded by a UTS
Industry Links grant with Apple Computer
Australia)

• Sandy Schuck Matthew Kearney
• UTS

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Overview of Presentation

• Background literature
• Rationale for study
• Design of study
• Future plans

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Overview of Literature

• Ludewig (AUC - 2001)
• Goodyear Steeples (1999)
• Anderson (2002)
• Banaszewski (2002)
• Reid et al. (2002) BECTA Project
• Pearce Livett (AUC - 2001)
• Squires (1999)

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This Study

• Research Questions
• Rationale
• Theoretical Perspective
• Data Sources
• Analysis

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Research Questions1. How do teachers beliefs
about learning influence their use of
student-generated digital video in lesson
designs?2. What is the role of the school in
promoting innovative use of the technology? What
other contextual factors constrain or enhance the
use of this technology in teaching and
learning?3. What new types of learning outcomes
are achieved through the use of student-generated
digital video in various Key Learning Areas? What
is the nature of the teacher roles, the peer
learning structures and the learning tasks that
facilitate these outcomes?4. What pedagogical
approaches are being used with this new
technology and how are notions of good practice
informed by these approaches?
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- Focus on student-generated DV- Focus on
teaching and learning issues- Focus on process
rather than product- Analyse ways that students
work with DV interacts with the complex social
environment of a K-12 Australian classroom
Rationale
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Theoretical PerspectiveSocio-cultural
Theory- Learning and thinking are always
situated in cultural settings and always
dependent upon the utilization of cultural
resources (Bruner, 1996)- There is an dynamic
interdependence between individual learners,
their peers, teachers, and their environment.-
Individual learning originates in social activity
(Rogoff, 1998)
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Theoretical Perspective cont.Selwyn (1997)
suggests that case studies that analyse what is
happening in a technology-using classroom and
that investigate the relationships the users
develop towards the technology are of more value
than studies that predict outcomes of technology
use. His suggestion is that research should
concentrate on the socio-cultural aspects of
computer-based learning, a view held by the
researchers in this study.
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Snapshots of a K Class
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Study Design

• Interpretive study using a qualitative research
  paradigm (Erickson, 1986 Lincoln Guba, 1985)
• 5 schools in NSW (Two K-6 Three 7-12). 2-3
  teachers and their classes from each school.
  Range of ages and curriculum areas

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Data Sources

• Initial open-ended surveys for teachers and
  administrators
• Observations (nb. All observed lessons are
  video-taped)
• Individual interviews (e.g. school executives,
  teachers)
• Group interviews (selected students)
• Document collection (eg. School ICT policies,
  Lesson Plans)
• Student Artifacts (eg. Their video productions)

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Planned Outcomes
Principles of good practice identified in this
project will be used in a larger study to
investigate their potential use for facilitating
practice in schools, teacher education and PD
programs. Models of good practice supporting
DV-based learning in K-12 schools will be
developed and trialled. A web site with
exemplars of observed practice will be developed
to share findings and disseminate research-based
guidelines http//www.ed-dev.uts.edu.au/teachere
d/research/dvproject/home.html
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Other Future Directions

• Teacher Education focus - practising (PD) and
  pre-service
• Methodological focus eg. Williams Clarke
  (2002), Walker (2002).
• Intersection of well known teaching strategies
  and student-generated DV

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Summary

• Interpretive study - adopting a socio-cultural
  perspective and using qualitative data sources
• Explores the student-centred use of DV in K-12
  learning environments in NSW.
• Focus on the pedagogy, learning outcomes and
  support structures associated with this
  technology rather than focusing only on the
  technology or the products generated.
• Considers learning and engagement in the complex
  environment of the classroom.

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DV-related References not in PaperGoodyear, P.
Steeples, C. (1999) Asynchronous multimedia
conferencing in continuing professional
development issues in the representation of
practice through user-created videoclips. Journal
of Distance Education, 20 (1) 31-48 Walker, R.
(2002). Case study, case records and multimedia.
Cambridge Journal of Education, 32(1). 109-127.
Williams, G. Clarke, D. (2002). The
contribution os student voice in classroom
research. South Afircan Assoc. for research in
Mathematics, Science and Technology Education
Conference, University of Natal, Durban, Sth
Africa, SAARMSTE 398-404.