Choosing the Right Video Annotation Tool for the Job: A Conceptual Framework
PROCEEDINGS
Peter Rich, BYU, United States ; Tonya Tripp, Brigham Young University, United States
Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
The increasing ease and ubiquity of video has resulted in a proliferation of video annotation tools used and designed for improving education. While similar, each tool has its relative strengths and weaknesses. Choosing the 'right' tool can have a veritable impact on the experience of teachers and the effectiveness of video as a means for improving teaching and learning. In this article, we present a framework, driven by guiding questions, for making an informed choice about which video annotation tool will best suit each individual situation.
Citation
Rich, P. & Tripp, T. (2010). Choosing the Right Video Annotation Tool for the Job: A Conceptual Framework. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 1171-1178). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/33514/.
References
View References & Citations Map- AUTHORS (2008) AUTHORS (2009-a) AUTHORS (2009-b)
- Anderson, L.W., & Krathwohl, D.R. (Eds.) (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's taxonomy of educational objectives: Complete edition. New York: Longman.
- Dewey, J. (1910). How we think. Lexington, Massachusettes: D.C. Heath.
- Harris, R.C., Pinnegar, S., & Teemant, A. (2005). The case for hypermedia video ethnographies: Designing a new class of case studies that challenge teaching practice. Journal of Technology and Teacher Education, 13(1), 141-161.
- Pailliotet, A.W. (1995). I never saw that before: A deeper view of video analysis in teacher education. Teacher Educator, 31(2), 138-56.
- Pea, R., & Hay, K. (2002). Report to the National Science Foundation: CILT workshop on digital video inquiry in learning and education. Stanford, CA: Stanford University.
- Preston, M., Ginsberg, H.P., Jang, S., Eisenband, J.G., Moretti, F., & Sommer, P. (2005). Video interactions for teaching and learning (VITAL): A learning environment for courses in early childhood mathematics education. In American educational research association. Montréal, Candara.
- Shepherd, C., & Hannafin, M.J. (2008). Facilitating professional development through video-based, formative assessment eportfolios. Journal of Computing in Teacher Education, 25(1), 63-69.
- Sherin, M.G., & Van Es, E.A. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education, 13, 475-491.
- Sherin, M.G., & Van Es, E.A. (2009). Effects of video club participation on teachers' professional vision. Journal of Teacher Education, 60(1), 20-37.
- Van Es, E.A., & Sherin, M.G. (2002). Learning to notice: Scaffolding new teachers' interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571-596.
- Zeichner, K., & Tabachnick, B.R. (1991). Reflections on reflective thinking. In B.R. Tabachnick, & K. Zeichner (Eds.), Issues and practices in inquiry-oriented teacher education. (pp. 1-21). Bristol, PA: The Falmer Press.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References