Using a video app as a tool for reflective practice

Körkkö, Minna; Ríos, Sandra; Kyrö-Ämmälä, Outi

doi:10.1080/00131881.2018.1562954

Cited by 38 publications

(23 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Indeed, despite these somewhat pessimistic views of technology by both Ingold [ 12 ] and Malpas [ 15 ], it is important to note that it can support and actually promote positive behavioural change in certain instances [e.g. 3 , 16 ]. Our point, however, is that there are many unquestioned assumptions and consequences of the technological trend to replace and intervene in direct human perception–action interactions with the environment—some of which we discuss here.…”

Section: A (Brief) Philosophical Excursionmentioning

confidence: 99%

From a Technology That Replaces Human Perception–Action to One That Expands It: Some Critiques of Current Technology Use in Sport

et al. 2021

View full text Add to dashboard Cite

Information technology has been integrated into most areas of sport, providing new insights, improving the efficiency of operational processes, and offering unique opportunities for exploration and inquiry. While acknowledging this positive impact, this paper explores whether sufficient consideration has been directed towards what technology risks detracting from the learning and developmental experiences of its users. Specifically, viewed through the philosophical lens of the device paradigm, and considering a more ecological account of technological implementation, we discuss how technology use in sport could subtly disengage educators and applied sports scientists from performance environments. Insights gleaned from such an ecological account of technology implementation could lead sports science and educational teams to ask and reflect on tough questions of current practice: i.e. has too much control been given to technological devices to ‘solve’ problems and communicate knowledge (about) in sport? Has technology improved the skills of players and performance staff? Or are performance staff at risk of becoming over-reliant on technology, and as a result, reducing the value of experiential knowledge (of) and intuition? Questions like these should be asked if technological devices, purported to support aspects of practice, are continually integrated into the sporting landscape.

show abstract

Section: A (Brief) Philosophical Excursionmentioning

confidence: 99%

From a Technology That Replaces Human Perception–Action to One That Expands It: Some Critiques of Current Technology Use in Sport

et al. 2021

View full text Add to dashboard Cite

show abstract

“…In online supervision, pre-service teachers bring their experiences into the supervising discussion and the focus is on promoting pre-service teachers' reflection process (cf. Körkkö, Morales Rios, & Kyrö-Ämmälä, 2019). Therefore, a supervisor must have adequate skills to guide pre-service teachers to notice integral aspects in their teaching to support their learning from experiences.…”

Section: Discussionmentioning

confidence: 99%

Pre-service Teachers' Experiences of Dialogical and Reflective Supervision through Digital Technology

Paksuniemi

Keskitalo

Frangou

et al. 2021

IJTES

Self Cite

View full text Add to dashboard Cite

In this article, we review teaching practice supervision methods using Microsoft Teams as a digital, dialogic, and reflective tool in the supervision of the pre-service teachers’ teaching practicum. We applied qualitative thematic analysis to data from conversations and supervision discussions between 40 pre-service teachers and their supervisor on the Microsoft Teams chat channel to investigate pre-service teachers’ experiences of teaching-practice supervision through digital platforms. The dialogical, digital, deep (DDD) pedagogical framework guided the analysis of the data. We found Microsoft Teams enhanced pre-service teachers’ written dialogue, increased peer support, and enabled and deepened collective group dialogue, leading to increased understanding of teaching and learning through analyzing, interpreting, evaluating, producing, and creating knowledge.

show abstract

“…In teacher education, video recordings of demonstrations and practice performances allow students to observe and reflect on their professional practices (Calandra & Rich, 2015;Coffey, 2014;Colasante, 2011;Gaudin & Chaliès, 2015;Hamel & Viau-Guay, 2019;Körkkö et al, 2019;van Es et al, 2017;Zhang et al, 2011).…”

Section: Using Video and Video Annotation In Teacher Educationmentioning

confidence: 99%

“…Reflections on teaching practices and assessment for learning (AfL) are important for fostering teacher professionalism in teacher education (Schön, 1983(Schön, , 1987. Peer feedback is a central element of AfL (Black & Wiliam, 1998;Kluger & DeNisi, 1996), and the use of videos and video annotation may enhance student teachers' critical reflections on their teaching practices (Calandra & Rich, 2015;Coffey, 2014;Colasante, 2011;Gaudin & Chaliès, 2015;Hamel & Viau-Guay, 2019;Körkkö et al, 2019;van Es et al, 2017;Zhang et al, 2011). In 2006, Butler et al suggested that educators should use video annotation to provide formative feedback on transient events, such as professional training or oral presentations, because video recordings and annotation anchor comments to specific parts of a practical performance.…”

Section: Introductionmentioning

confidence: 99%

Peer feedback med videoannotering för att främja lärarstudenters reflektion

Nagel

Engeness

2021

ADNO

View full text Add to dashboard Cite

Peer feedback är ett centralt element av bedömning för lärande, och användning av video och videoannotering har potential att främja lärarstudenters kritiska reflektioner kring deras undervisning. I den här designstudien undersökte vi feedback som förstaårsstudenter gav med videoannoteringsverktyget Studio på sina medstudenters filmade muntliga presentationer och visar hur verktyget påverkade feedbackprocessen. Data består av den skrivna feedback som studenterna skapade med videoannoteringsverktyget, studenternas svar på en undersökning och två semistrukturerade fokusgruppintervjuer. Vi använde kvalitativa metoder för dataanalysen. Resultaten visar att mer än hälften av alla kommentarer var positiva och bekräftande (beröm) och bara ett fåtal erbjöd råd för förbättring. Studenterna tyckte att feedbacken var detaljerad, att videoannoteringsverktyget gjorde det möjligt att kommentera vid konkreta ögonblick i presentationen och drog slutsatsen att processen med att både ge och få denna typ av feedback ökade deras förmåga till självreflektion. Även om studenterna uttryckte oro över att ge feedback till medstudenter, så var de positiva till att använda videoannotering för att ge respons och beskrev att processen bidrog till deras lärande och var relevant för deras framtida verksamhet som lärare. Resultaten visar att det är viktigt att lärarutbildare är medvetna om potentialen och begränsningarna med videoannoteringsverktyg för att förbättra pedagogiska processer och studenters reflektion kring deras eget sätt att undervisa. Resultaten pekar också på att studenternas färdigheter i att ge feedback av hög kvalitet behöver utvecklas mer.

show abstract

Using a video app as a tool for reflective practice

Abstract: This is a self-archived version of an original article. This version usually differs somewhat from the publisher's final version, if the self-archived version is the accepted author manuscript.

Cited by 38 publications

References 18 publications

From a Technology That Replaces Human Perception–Action to One That Expands It: Some Critiques of Current Technology Use in Sport

From a Technology That Replaces Human Perception–Action to One That Expands It: Some Critiques of Current Technology Use in Sport

Pre-service Teachers' Experiences of Dialogical and Reflective Supervision through Digital Technology

Peer feedback med videoannotering för att främja lärarstudenters reflektion

Contact Info

Product

Resources

About