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Recently, interest in using video to facilitate teacher reflection has increased. Despite this increase, the frameworks employed to help teachers use video to reflect on their teaching are not based on the results of prior video analysis research.There is a need to better understand how and in what ways video has been used to reflect on one's own teaching. The purpose of this paper is to review past studies in order to help educators make more informed decisions as they establish their own video analysis processes. This review includes 63 studies where participants recorded their own teaching, examined their performance on video and reflected on the performance. Several dimensions of video analysis that varied across past studies are discussed: type of tasks, manner of facilitation, extent to which teachers reflect individually or collaboratively, length of video used, number of reflections and measurement. This paper summarizes reported findings regarding each of these dimensions and raises several questions that need further investigation.

This article investigates the impact of an audience response system (ARS) on student engagement in undergraduate university courses. A survey was administered to students in a dozen courses piloting the ARS system. On 13 out of 14 measures the majority of students thought the system was helpful. Overall, students were more positive about the use of the ARS in courses that used the tool for formative feedback (empowering) rather than for grading or attendance purposes (compelling). The authors discuss the positive impact of the ARS on the engagement of `reluctant participators' or students who reported that they are least likely to participate in class under normal conditions. Reluctant participators' perceptions of the helpfulness of the ARS were compared to those of non-reluctant participators. Finally, student comments were analyzed to determine why students with the most negative feelings about the ARS felt the way they did and which teaching practices using the ARS were perceived to have the greatest value by the students.

This study explores the efforts at Brigham Young University to improve preservice candidates' technology integration using the Teacher Work Sample (TWS) as an assessment tool. Baseline data that was analyzed from 95 TWSs indicated that students were predominantly using technology for productivity and information presentation purposes even though they had been taught to use technology for active student learning. Researchers discovered that decisions made about technology integration were heavily influenced by field instructors and TWS rubrics. An intervention plan was developed to train field instructors and 99 TWSs were analyzed the following year. The TWSs showed noticeable improvements including increases in the percentage of candidates who involved their K-12 students in using technology in their lessons.

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