Falcinelli, F. & Gaggioli, C. (2016). The use of video in educational research and teacher training in the digital classroom. Research on Education and Media, 0(0), pp. -. Retrieved 7 Oct. 2016, from doi:10.1515/rem-2016-0003
The authors begin by discussing the effectiveness of digital tools in the classroom. It is stated that students will be able to create their own learning as long as the teacher is properly trained to guide them through the process. Falcinelli and Gaggioli believe that teachers should be trained in the use of digital tools and the educational processes that allow those tools to be used effectively. The educational practices are analyzed as a research procedure to show the complexities involved in reaching educational goals.
The research is performed with the emphasis on the process rather than the results. Falcinelli and Gaggioli believe that “research characterized by the analysis of practices should also intend to promote and support the reflective practice of teachers, with regard to their actions, orienting them towards making choices and decisions with an increasing awareness that produces an improvement in the process itself.”
The use of video in the classroom is considered suitable in two cases for education: to record for data analysis in the teaching of research and as a training tool to promote reflective thinking. This practice started with the invention of microteaching at Stanford University (Falcinelli and Gaggioli).
The research design is very simple focusing on two questions “does the use of video as a documentation technique allow the researcher to analyze the data collected during field observation in greater detail? Can video be a valuable support to guide and stimulate reflection on the teaching practices and learning techniques implemented by teachers and students in a digital classroom?” The video is then prepared and evaluated using four dimensions including a guide to go beyond first impressions. The idea is to provide teacher training that develops skills and promotes reflection and interaction through peers.
This type of training aid is something that can be used be any teacher for professional development. It is designed to provide bother peer feedback and reflection of one’s own teaching to improve outcomes for the students, which should be the goal of every teacher. The overall design of the project is not difficult and should take a small amount of time to get a big result. Seeing yourself teaching, watching the interactions of the students, and receiving feedback from peers should go a long way in improving both teaching and communication.