Learning literacy and content through video activities in primary education

    Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

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    Abstract

    This case study research explored to what extent and in which ways teachers used Technological Pedagogical Content Knowledge (TPCK) and related competencies to implement video activities in primary education. Three Dutch teachers implemented video activities to improve students‟ content knowledge and literacy- and communication skills simultaneously. Lesson materials were provided but teachers chose the theme or subject (content) linked to the video activities themselves. Results show that applying TPCK in practice is not obvious for all teachers. Differences between teachers are mainly found in applying Technological Pedagogical Knowledge (TPK). Two teachers used the lesson materials as a guideline while the third teacher used it more prescriptive in teaching the lessons. Teachers were excited about students‟ performance and enthusiasm. All teachers thought the video activities fit their usual program and none of them experienced the lessons as additional or too much effort.
    Original languageEnglish
    Title of host publicationProceedings of Society for Information Technology & Teacher Education International Conference 2012
    EditorsP. Resta
    PublisherAssociation for the Advancement of Computing in Education
    Pages1363-1369
    ISBN (Print)978-1-880094-92-1
    Publication statusPublished - 2012
    Event23rd International Conference of the Society for Information Technology & Teacher Education, SITE 2012 - Austin, United States
    Duration: 5 Mar 20129 Mar 2012
    Conference number: 23

    Publication series

    Name
    PublisherAACE

    Conference

    Conference23rd International Conference of the Society for Information Technology & Teacher Education, SITE 2012
    Abbreviated titleSITE
    CountryUnited States
    CityAustin
    Period5/03/129/03/12

    Fingerprint

    primary education
    video
    literacy
    teacher
    learning
    communication skills
    student
    Teaching

    Keywords

    • METIS-291668
    • IR-83889

    Cite this

    Heitink, M. C., Fisser, P., & McKenney, S. (2012). Learning literacy and content through video activities in primary education. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 1363-1369). Association for the Advancement of Computing in Education.
    Heitink, Maaike Christine ; Fisser, Petra ; McKenney, Susan. / Learning literacy and content through video activities in primary education. Proceedings of Society for Information Technology & Teacher Education International Conference 2012. editor / P. Resta. Association for the Advancement of Computing in Education, 2012. pp. 1363-1369
    @inproceedings{a84d89d1012f49d780c95e781b6e0ca0,
    title = "Learning literacy and content through video activities in primary education",
    abstract = "This case study research explored to what extent and in which ways teachers used Technological Pedagogical Content Knowledge (TPCK) and related competencies to implement video activities in primary education. Three Dutch teachers implemented video activities to improve students‟ content knowledge and literacy- and communication skills simultaneously. Lesson materials were provided but teachers chose the theme or subject (content) linked to the video activities themselves. Results show that applying TPCK in practice is not obvious for all teachers. Differences between teachers are mainly found in applying Technological Pedagogical Knowledge (TPK). Two teachers used the lesson materials as a guideline while the third teacher used it more prescriptive in teaching the lessons. Teachers were excited about students‟ performance and enthusiasm. All teachers thought the video activities fit their usual program and none of them experienced the lessons as additional or too much effort.",
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    Heitink, MC, Fisser, P & McKenney, S 2012, Learning literacy and content through video activities in primary education. in P Resta (ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012. Association for the Advancement of Computing in Education, pp. 1363-1369, 23rd International Conference of the Society for Information Technology & Teacher Education, SITE 2012, Austin, United States, 5/03/12.

    Learning literacy and content through video activities in primary education. / Heitink, Maaike Christine; Fisser, Petra; McKenney, Susan.

    Proceedings of Society for Information Technology & Teacher Education International Conference 2012. ed. / P. Resta. Association for the Advancement of Computing in Education, 2012. p. 1363-1369.

    Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

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    AB - This case study research explored to what extent and in which ways teachers used Technological Pedagogical Content Knowledge (TPCK) and related competencies to implement video activities in primary education. Three Dutch teachers implemented video activities to improve students‟ content knowledge and literacy- and communication skills simultaneously. Lesson materials were provided but teachers chose the theme or subject (content) linked to the video activities themselves. Results show that applying TPCK in practice is not obvious for all teachers. Differences between teachers are mainly found in applying Technological Pedagogical Knowledge (TPK). Two teachers used the lesson materials as a guideline while the third teacher used it more prescriptive in teaching the lessons. Teachers were excited about students‟ performance and enthusiasm. All teachers thought the video activities fit their usual program and none of them experienced the lessons as additional or too much effort.

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    Heitink MC, Fisser P, McKenney S. Learning literacy and content through video activities in primary education. In Resta P, editor, Proceedings of Society for Information Technology & Teacher Education International Conference 2012. Association for the Advancement of Computing in Education. 2012. p. 1363-1369