Skip to main content
Article
Investigating the social interactions of beginning teachers using a video annotation tool
Contemporary Issues in Technology and Teacher Education
  • Joshua A. Ellis, Michigan Technological University
  • Justin McFadden, University of Louisville
  • Tasneem Anwar, University of Minnesota
  • Gillian Roehrig, University of Minnesota
Document Type
Article
Publication Date
1-1-2015
Disciplines
Abstract

This study examines the use of a digital video annotation tool used by beginning in-service secondary science and mathematics teachers in the Teacher Induction Network (TIN). TIN is an online induction program in its ninth year of existence and has served over 180 teachers. The need to provide spaces for beginning teachers to reflect on their practice and seek support of their colleagues is critical to their professional growth. The current study specifically examines the social interactions and potential supports of a video annotation tool (VideoANT) to promote collaborative interactions toward the development of reflective practices. Results suggest that in the absence of additional scaffolding, teachers overwhelmingly used VideoANT to respond to their peers’ teaching practices with praise and agreement. Given the aims and objectives of the induction course, this finding indicates the need to give beginning teachers specific supports and scaffolds to further their development as reflective practitioners. This study adds to the literature on online video clubs for teacher education and identifies changes intended to improve the current design of the video activity in TIN.

Creative Commons License
Creative Commons Attribution-Noncommercial 4.0
Citation Information
Joshua A. Ellis, Justin McFadden, Tasneem Anwar and Gillian Roehrig. "Investigating the social interactions of beginning teachers using a video annotation tool" Contemporary Issues in Technology and Teacher Education Vol. 15 Iss. 3 (2015) p. 404 - 421
Available at: http://works.bepress.com/joshua-ellis/3/