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This article analyzes specific uses of digital video production in the field of educational leadership preparation, advancing a three-part framework that includes the use of video in (a) teaching and learning, (b) research methods, and (c) program evaluation and service to the profession. The first category within the framework examines videos produced by students and/or faculty to advance student-centered and reflective learning practices. The second category describes methods for research in leadership education through production of videos or documentary films. The third category explores videos created to evaluate programs or to share innovations within the field. This article includes web links to 23 video examples with guidelines for readers to practice video production within each category.

This article examines specific uses of video simulations in one educational leadership preparation program to advance future school and district leaders' skills related to public speaking and participation in televised news interviews. One faculty member and two advanced educational leadership candidates share their perspectives of several applications of advanced technologies, including one-on-one video simulations with the instructor and collaborative peer review of video portfolios. Finally, the authors provide links to multimedia examples of these digital artifacts from an advanced educational leadership course, titled Effective Practices: Media, Government & Public Communications, offered at the University of Missouri-Kansas City.

This theoretical paper explores the use of online journaling in an educational administration program to interrogate spaces of “otherness”—the geographical spaces of cities where poor children and children of color live—and the dangerous memories prospective administrators may have about diversity. The cultures of most educational administration programs do not help graduate students “dig beneath the surface” of the seemingly benign recipes of current school reform to explore cultural differences. When given the opportunity to use reflective online journaling, candidates talked more freely about race, ethnicity, class, language, ability/disability, gender, sexual orientation, and other facets of diversity. Reculturing educational administration programs will require both students and instructors to have similar opportunities to interrogate spaces of “otherness” and work to transform them.