<abstract xmlns="http://www.w3.org/1999/xhtml"><p> The introduction of new technologies, video in particular, in educational and pedagogical research has not only changed how research is conducted in the educational field but has also brought about significant changes in teacher training. The advent of digitalisation, along with the miniaturisation of both video cameras and storage media, has led to a dramatic increase in the use of video, particularly in terms of video production. This has led to the introduction of new teaching practices and new training initiatives derived from the analysis of these practices. The use of video, at an educational and didactic level on the one hand, and as an instrument for field observation on the other, offers a variety of benefits, along with some critical issues. One of the advantages is the capacity to allow for an analytical vision of complex actions, which may be reviewed at different times, by a variety of interlocutors. The aim of this study is to present a reflection based on research conducted in nine digital classes, focussing on the use of video as both an instrument for recording, collecting and analysing data, as well as a training tool in the didactic practice of teachers.</p></abstract>

The introduction of new technologies, video in particular, in educational and pedagogical research has not only changed how research is conducted in the educational field but has also brought about significant changes in teacher training. The advent of digitalisation, along with the miniaturisation of both video cameras and storage media, has led to a dramatic increase in the use of video, particularly in terms of video production. This has led to the introduction of new teaching practices and new training initiatives derived from the analysis of these practices. The use of video, at an educational and didactic level on the one hand, and as an instrument for field observation on the other, offers a variety of benefits, along with some critical issues. One of the advantages is the capacity to allow for an analytical vision of complex actions, which may be reviewed at different times, by a variety of interlocutors. The aim of this study is to present a reflection based on research conducted in nine digital classes, focussing on the use of video as both an instrument for recording, collecting and analysing data, as well as a training tool in the didactic practice of teachers.

The use of video in educational research and teacher training in the digital classroom

Research on Education and Media

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

The introduction of new technologies, video in particular, in educational and pedagogical research has not only changed how research is conducted in the...

The use of video in educational research and teacher training in the digital classroom

Publié en ligne: 16 juil. 2016

Pages: 14 - 21

DOI: https://doi.org/10.1515/rem-2016-0003

Mots clés
in-service teacher training, information and communication technologies

© 2016

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

The use of video in educational research and teacher training in the digital classroom

Publié en ligne: 16 juil. 2016

Pages: 14 - 21

DOI: https://doi.org/10.1515/rem-2016-0003

Mots clésin-service teacher training, information and communication technologies

© 2016

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Mots clés
in-service teacher training, information and communication technologies