Skip to main navigation menu Skip to main content Skip to site footer
FrancoAngeli Journals

Articles/Articoli

Vol. 14 No. 1 (2023): University didactics, innovation and inclusion. Assessment and feedback

Video as educational mediator: Exploratory reserch to perceptions of teachers in training

DOI
https://doi.org/10.3280/ess1-2023oa15968
Submitted
maggio 30, 2023
Published
2023-07-21

Abstract

In order to investigate criticalities and potentialities of Digital Learning in training courses for teachers specialised in support activities, this paper focuses on the quality and effectiveness of teaching-learning methodologies conveyed precisely through the use of Information and Communication Technologies. Specifically, the subject of this investigation is the perceptions of a sample of tutorials, from which they benefited during their training, as a mediator and teaching device. Through the evaluation of learning outcomes and formative feedback, the reflection is directed, in conclusion, towards the implementation of training courses aimed at the construction of professional profiles capable of using technologies in inclusive educational contexts.

References

  1. Al Hibra B., Hakim L. and Sudarwanto T. (2019). Development of vlog learning media (video tutorial) on student materials. Tax at SMK PGRI 1 Jombang. International Journal of Educational Research Review, 4(3): 435-438.
  2. Aubert O., Prié Y. and Canellas C. (2014). Leveraging video annotations in video-based e-learning, in 7th International Conference on Computer Supported Education (CSEDU), Barcelone, Spain, 2014, p. N/A.
  3. Bell L., Bull G. (2010). Digital video and teaching. Contemporary issues in technolo-gy and teacher education, 10(1): 1-6.
  4. Benkada C. and Moccozet L. (2017, July). Enriched interactive videos for teaching and learning. In 2017 21st International Conference Information Visualisation (IV) (pp. 344-349). IEEE.
  5. Cheng S.C., Lai C.L. (2020). Facilitating learning for students with special needs: a review of technology-supported special education studies. Journal of computers in education, 7(2): 131-153.
  6. Del Bianco N., Caldarelli A., D’Angelo I., a cura di (2019). L’Escluso II. Nuove storie di resilienza per non vivere infelici e scontenti. Milano: FrancoAngeli.
  7. Di Tore S., Caldarelli A., Todino M.D., Campitiello L., Beatini V. and, Capellini S.A. (2022). Colmare il divario tra Scuola e Storia: il Progetto Scan Italy. Education Sciences, Society-Open Access, 13(2).
  8. Drigas A. and Rodi E.I. (2013). Special education and ICTs. International Journal of Emerging Technologies in Learning (Online), 8(2): 41-47.
  9. Franke M. L., Carpenter T.P., Levi L. and Fennema E. (2001). Capturing teachers’ generative change: A follow-up study of professional development in mathematics. American educational research journal, 38(3): 653-689.
  10. Gedera D.S., Zalipour A. (2018). Use of interactive video for teaching and learning. In ASCILITE 2018 Conference Proceedings (pp. 362-367). Deakin University, Geelong, Australia: Australasian Society for Computers in Learning in Tertiary Education.
  11. Giaconi C., Ascenzi A., Del Bianco N., D’Angelo I. and Capellini S.A. (2021). Virtual and Augmented Reality for the Cultural Accessibility of People with Autism Spectrum Disorders: A Pilot Study. International Journal of the Inclusive Museum, 14(1): 95-106.
  12. Giaconi C., Del Bianco N. (2019). In azione: Prove di inclusione (p. 316). Milano: FrancoAngeli.
  13. Guenaga M., Mechaca I., Romero S. and Eguíluz A. (2012). A tool to evaluate the level of inclusion of digital learning objects. Procedia Computer Science, 14: 148-154.
  14. Hiebert J., Gallimore R. and Stigler J.W. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one?. Educational researcher, 31(5): 3-15.
  15. Higgins R.D., Jobe A.H., Koso-Thomas M., Bancalari E., Viscardi R.M., Hartert T.V., Ryan, R.M., Kallapur S.G., Steinhorn R.H., Konduri G.G., Davis S.D., Thebaud B., Clyman,R. I., Collaco J.M., Martin C.R., Woods J.C., Finer N.N. and Raju, T.N.K. (2018). Bronchopulmonary dysplasia: executive summary of a workshop. The Journal of pediatrics, 197: 300-308.
  16. Hsin W.J. and Cigas J. (2013). Short Videos Improve Student Learning in Online Education’. Journal of Computing Sciences in Colleges, 28: 253-259.
  17. Irawan E., Ahmadi A., Prianggono A., Saputro A.D. and Rachmadhani M.S. (2020). YouTube channel development on education: Virtual learning solutions during the covid. International journal of advanced science and technology, 29: 2469-2478.
  18. Higgins J., Moeed A., Eden R. (2018). Video as a mediating artefact of science learning: cogenerated views of what helps students learn from watching video. Asia-Pacific Science Education, 4(1): 1-19.
  19. Jacobs V.R., Lamb L.L., Philipp, R.A. (2010). Professional noticing of children's mathematical thinking. Journal for research in mathematics education, 41(2): 169-202.
  20. Kolås L. (2015). Application of interactive videos in education, in 2015 International Conference on Information Technology Based Higher Education and Training (ITHET), pp. 1-6.
  21. Karppinen P. (2005). Meaningful learning with digital and online videos: Theoretical perspectives. AACE Review (formerly AACE Journal), 13(3): 233-250.
  22. Köster J. (2018). Video in the age of digital learning. Cham, Switzerland: Springer International Publishing.
  23. Limone P., Toto G. A. and Ragni B. (2022). Initial teacher training and digital skills: a possible interpretation of the reforms underway Formazione iniziale insegnanti e competenze digitali: una possibile lettura delle riforme in atto. Q-TIMES WEB-MAGAZINE, 14(2): 59-72.
  24. Lin M.H., Chen H.C. and Liu K. S. (2017). A study of the effects of digital learning on learning motivation and learning outcome. Eurasia Journal of Mathematics, Science and Technology Education, 13(7): 3553-3564.
  25. Marchionini G. (2003). Video and Learning Redux: New Capabilities for Practical Use. 43.
  26. Mayer R.E. (2009). Multimedia Learning. Cambridge: Cambridge University Press.
  27. Noetel M., Griffith S., Delaney O., Sanders T., Parker P., del Pozo Cruz B. and Lons-dale, C. (2021). Video improves learning in higher education: A systematic review. Review of educational research, 91(2): 204-236.
  28. Pace B.G., Jones L.C. (2009). Teaching with web-based videos. The Science Teacher, 76(1): 47.
  29. Pinnelli S., Fiorucci A. (2015). University and Flipped Learning TIC & DIL Project: Framework and Design. International Association for Development of the Information Society, 217-224.
  30. Rackaway C. (2012). Video killed the textbook star?: Use of multimedia supplements to enhance student learning. Journal of Political Science Education, 8: 189-200.
  31. Rossi P.G. (2016). Gli artefatti digitali ei processi di mediazione didattica. Pedagogia Oggi, 2: 11-26.
  32. Robinson D.E. and Wizer D R. (2016). Universal Design for Learning and the Quality Matters guidelines for the design and implementation of online learning events. International journal of Technology in Teaching and Learning, 12(1): 17-32.
  33. Santagata R., Guarino, J. (2011). Using video to teach future teachers to learn from teaching. Zdm, 43: 133-145.
  34. Santagata R., Zannoni C. and Stigler J. W. (2007). The role of lesson analysis in pre-service teacher education: An empirical investigation of teacher learning from a virtual videobased field experience. Journal of mathematics teacher education, 10(2): 123-140.
  35. Sethela J., Aizan Y. and Yeoh Khar K. (2014). Assessing the Use of YouTube Videos and Interactive Activities as a Critical Thinking Stimulator for Tertiary Students: An Action Research - ProQuest. International Education Studies, 7(8): 56-67.
  36. Shogren K.A., Caldarelli A., Del Bianco N., D’Angelo I. and Giaconi, C. (2022). Co designing inclusive museum itineraries with people with disabilities: A case study from self-determination. Education Sciences, Society-Open Access, 13(2): 214-226.
  37. Star J.R., Strickland S.K. (2008). Learning to observe: using video to improve preserv-ice mathematics teachers’ ability to notice. Journal of Mathematics Teacher Education, 11: 107-125.
  38. Stokking K., Leenders F., De Jong J. and Van Tartwijk J. (2003). From student to teacher: Reducing practice shock and early dropout in the teaching profession. European journal of teacher education, 26(3): 329-350.
  39. Tondeur J., Aesaert K., Prestridge S. and Consuegra, E. (2018). A multilevel analysis of what matters in the training of pre-service teacher's ICT competencies. Computers, Education, 122: 32-42.
  40. Tversky B., Morrison J.B. and Betrancourt, M. (2002). Animation: can it facilitate?. International journal of human-computer studies, 57(4): 247-262.
  41. Utgé M.S, Mazzer M., Pagliara S.M. and De Anna L. (2017). La formazione dell’insegnante di sostegno sulle TIC. Analisi dei prodotti multimediali del corso di specializzazione per le attività di sostegno. Italian Journal of Special Education for Inclusion, V(1): 133-146.
  42. van Es E.A. and Sherin M.G. (2006). How different video club designs support teach-ers in “learning to notice”. Journal of computing in teacher education, 22(4): 125-135.
  43. Wang J., Hartley K. (2003). Video technology as a support for teacher education reform. Journal of technology and teacher education, 11(1): 105-138.
  44. Wu T.F., Chen M.C., Yeh Y.M., Wang H.P. and Chang, S.C.H. (2014). Is digital divide an issue for students with learning disabilities?. Computers in human behavior, 39: 112-117.
  45. Zhang D., Zhou L., Briggs R.O. and Nunamaker Jr. J.F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. In-formation & Management, 43(1): 15-27.

Metrics

Metrics Loading ...

Most read articles by the same author(s)

1 2 3 4 > >>