The Use of Video Data in Reading Research

2018

Video data is now used throughout the learning sciences as a common form of documenting learning events. Wearable cameras and real-time video feedback have changed the research terrain. And yet scholars often use such data without examining the ways that video-as digital technology-structures and shapes the research findings, while enabling new insights into the event-nature of learning. This international symposium addresses this topic by (1) showcasing and analyzing innovative uses of video technologies in the study of learning, and (2) historically situating such video experiments within traditions of scientific cinema. The term 'scientific cinema' is used in media studies to describe all uses of the moving image in scientific study, beginning with the pioneering work of the Lumiére brothers in the 1890s. This symposium presents four contemporary case studies in which video is used innovatively to investigate mathematics learning experiences in three different countries (US, UK, Italy). Symposium themes The mass dissemination of recording technologies has always been pivotal for the emergence of innovative research methodologies in the social sciences (de Freitas, 2015, 2016; Schneider & Pasqualino, 2014). Over the last 15 years new facets of digital video have spread in society, not only through the availability of novel recording devices but through the pervasive growth of technical ecologies which made complex streams of digital video easily editable and communicable. These socio-technical innovations include action cameras (e.g. GoPro), streaming and generation of videos-of-videos (e.g. Skype), real-time diagramming (e.g. GPS drawing), eye-tracking and movement-tracking, and the assemblage of multiple video/audio sources (e.g. Multicam Editing). Scholars have begun to grapple with innovations in research methodologies as enabled and constrained by these digital recording devices (van Nes & Doorman, 2010). Derry et al. (2010) published a thorough review of video research, identifying principles for systematic selection from an extensive video corpus, analysis protocols, as well as discussing ethical issues with this kind of data. Software protocols for analyzing vast video archives are now deployed regularly, allowing researchers to annotate, code and sort images (Derry et al., 2010; O'Halloran 2013). But many of these software packages "mold" the data and reconfigure it, sorting and chunking it even before human eyes have seen it (van Nes & Doorman, 2010, p.6). The use of video analytic software without adequate attention to how such software is structuring the data becomes increasingly problematic as we begin to rely more and more on findings based on this data. The question of what constitutes an event-as a unit of analysis-is brought to the forefront in video research, as scholars are able to examine activity at micro-scales of interaction, and trace micro-gestures or affective dispersal across a group. Derry et al. (2010) cite Lemke (2000) who claims that "events are timeanalogs of objects. Like objects, they have underlying structures reflecting multiple parts and timescales" (p.7), but the pragmatics of this comment need to be investigated and opened up for further exploration. This symposium will present four case studies exploring the use of video data in studying learning events. All four papers focus on mathematics education, as a way of sustaining focus on a particular kind of content, although each delves into very different kinds of learning.

International Journal of Educational Research, 1999

Video data provide a means of integrating quantitative and qualitative approaches to the study of classroom teaching. This chapter begins by discussing the usefulness of integrating quantitative and qualitative analyses, and then describes how large-scale video surveys can enable a cyclical process of generating and validating discoveries. The importance of sampling and technology as they bear on e!orts to implement the process is noted. The advantages video data o!er to researchers are described. Finally, the TIMSS Video Study, a large-scale international video survey of mathematics lessons, is used to illustrate how this cyclical process can be applied to the analysis of lesson content.

Journal of Inquiry and Action in Education, 2016

The technological infrastructure for the use of instructional and professional videos is common in today’s educational venues. However, there has been a dearth of awareness and training to help teachers critically analyze and effectively utilize video recordings of authentic classroom instruction for their professional development. This self-study examined the teaching and learning process, particularly knowledge and lessons that we, as teacher educators, learned from commentary regarding video analysis and pre- and post- surveys completed by the candidates in a graduate level special education course. The investigation explored the extent to which the guided video analysis process facilitated the candidates’ learning of literacy instruction in order to teach high needs students by examining teacher-candidates’ analysis of video-recorded lessons, followed by discussions with peers and further reflections on their own teaching.

The Journal of the …, 2010

2005

Classroom observation research using video data has the potential to provide rich, “high-yield” opportunities to investigate important classroom processes that affect student development. However, collecting, assessing, and analyzing classroom observation data come with a unique set of challenges. Furthermore, the successful creation and application of classroom observation tools take careful consideration by investigators. In this case study, we use a published piece and the larger longitudinal study from which this piece stems to guide a discussion of classroom video observation methods. This discussion includes important considerations when developing novel observational tools, as well as investigator recommendations for how to collect, assess, and analyze video observation data. With this case study, we hope to provide practical advice for those hoping to conduct high-quality classroom observation research, with the goal of ensuring that the field continues to move forward through positive contributions involving these methods.

This paper reports on findings resulting from a 3-year research programme that investigated the use of digital video for reflective practice. Ten early childhood teachers from one New Zealand centre used digital video to observe themselves in practice which they reflected on individually as well as through pair dialogue. The findings of this research demonstrate the power of digital video as a reflective tool that strengthened pedagogical content and professional dialogue, and improved the quality of the interactions that teachers had with children.

1995

This 44-item bibliography presents annotationb of video resources for the teaching of literacy that feature instructors who effectively put theory into practice-videos that portray literacy teachers and learners in action. To preserve the aesthetic integrity of individual videos produced as part of a series, individual videos are not classified into topical categories. Topics of videos in the bibliography include emergent literacy, reading comprehension, word identification, prewriting, English as a second language, collab-rative writing, literature-based classrooms, and multicultural education. In addition to information on how to obtain the video and a detailed review, each entry in the bibliography presents classificatory information under the descriptor "suggested specific uses"-subject matter audiences fo:: which the resource may hold special appeal and specific topic or problem areas about which the video may prove insightful. Videos in the bibliography were produced between 1984 and 1992, although not all videos indicate when they were produced. (RS)

Self+Culture+Writing: Autoethnography for/as Writing Studies, 2021

Autoethnographers insist that the ideal of disinterested research and impartial analysis is an illusion. The ''field'' of our fieldwork necessarily includes the observer; it is a context of interactions and intersubjectivities. When the lived experiences, beliefs, and other subjectivities of the observer are excluded (or bracketed) to reach a more accurate, dispassionate

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. Theoretical Underpinnings The Relation Between Video and Education Since the early 90", process-orientated writing as a social activity has been popular in Dutch primary education. (Sperling, 1998 in Smits, 2009). In contrast to the product-orientated way, process orientated writing focuses on the writing process, the systematic approach used to develop a text (Smits, 2009). The social aspect in this is found in social interaction with others, which is part of the development process. Ideas are generated and revised through conversation about the text with others. Just as the goal in writing a text is to communicate a concise message, the same goal accounts for designing video messages. Comparing the phases that emerge from different