Improving Reflection during Student Teaching with Technology

Abstract

The process of tapping into the power of reflection is a difficult process for many student teachers to accomplish. Multiple factors hinder the process of reflection in novice teachers. Video recorded lessons provide a contextualized focus for reflection on specific pedagogical skills. This study conducted by an undergraduate student during the student internship demonstrates the value of utilized video recorded lesson to assist in the development of one student's journey toward becoming a reflective practitioner through the use of video recorded teaching episodes.

A Unified Integration of Interactive Digital Platforms for Enhancing Performance and Assessment in Technology and Livelihood Education

“…As the education process progresses, it may be suggested that the education sector gradually adopt e-assessment, as indicated by (Adenuga et al, 2019). When it comes to presenting outputs of performance tasks, students' creativity and reflective practice are activated when they present it on a different platform, such as TikTok in this study, which is in video format (Allen et al, 2016), because they can easily review where they made mistakes and where they can improve. To remain relevant and competitive with other countries, the Department of Education should continuously support educators in creating relevant strategies for 21st-century learners.…”

Students, Sodomy, and the State: LGBT Campus Struggles in the 1970s

“…In 1971, the National Student Association (NSA) established the National Gay Student Center (NGSC), which was proposed and staffed initially by Warren Blumenfeld; it operated out of the NSA’s offices in Washington, DC (Larsson 1971; “National Student Congress Bows” 1971; “National Student Congress Slates” 1971). The NGSC, which published three issues of a magazine titled InterChange in 1972 and 1973, worked to facilitate communication across the growing network of organizations (Aiken 1972; Blumenfeld 1972a; Blumenfeld 1972b; Laurence 1972; Blumenfeld 2012; Blumenfeld, pers. comm 2020) 4 .…”

Faculty Development and Instructional Design Through a Quality Matters Tool for Online and Hybrid Course Assessment

“…Taken in sum, Swivl-based lecture capture was identified as being most effective at facilitating instructor reflection and development through watching successive lecture recordings as a practice [10][11], while other researchers recommend Swivl-based lecture capture as an alternative means of supervisor evaluations of teaching [8][9].…”

“…Swivl-based lecture capture has been explored as a teaching development tool for several years prior to the pandemic. Swivl-based lecture capture has been used to study teacher discourse in the classroom [7]; to facilitate instructor preparation through repeated observations [8][9]); and to improve instructor reflection during pedagogical training [10]. Additionally, because Swivl robots pivot to capture movement, body language, gesture, and facial expression are well captured, which can provide valuable feedback for behavioral analysis, which other disciplines have recently studied as a means of better understanding client interaction and response [11].…”

“…Swivl-based lecture capture has also been reported to have challenges. Some instructors balk at recording themselves or sharing video recordings [10], while other instructors reported concerns with privacy and a distrust of being observed remotely [12]. Wifi connectivity and cloud-based sharing of recordings were documented as persistent issues [8,10,13].…”