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ERIC Number: ED548248
Record Type: Non-Journal
Publication Date: 2013-Oct
Pages: 22
Abstractor: As Provided
Reference Count: 30
ISSN: ISSN-2147-611X
Classroom Observations and Reflections: Using Online Streaming Video as a Tool for Overcoming Barriers and Engaging in Critical Thinking
Barlow, Angela T.; McCrory, Michael R.; Blessing, Stephen
Online Submission, International Journal of Education in Mathematics, Science and Technology v1 n4 p238-258 Oct 2013
In typical school settings, teachers are not afforded the opportunity to observe the instructional practices of their peers. Time constraints, opportunity, and willingness to participate in observational practices are just three of the factors that may limit teachers' engagement in this type of activity. To provide teachers with opportunities to observe a standards-based, elementary mathematics classroom, online streaming videos of instruction were disseminated to third grade teachers within a single school. As they viewed each video, the participants were presented with the opportunity to read the teacher's introduction explaining the focus of the video and engage in discussion around each video through text. Discussions included posting their own comments, reading other participants' comments, or posing questions. The purpose of this research was to examine the properties and/or qualities of the online streaming video that attracted the participants to use it, to identify the remaining obstacles that prevented the participants from utilizing the technology, and to explore the potential of online streaming video for engaging teachers in critically thinking about instruction and in turn impacting beliefs. Data was gathered in the form of surveys, interviews, and online comments. Results are provided and future research directions are given.
Publication Type: Reports - Research; Journal Articles; Tests/Questionnaires
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A