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Title:
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VIDEO TECHNOLOGIES IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATH (STEM) EDUCATION |
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Author(s):
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Irene Plonczak, Elena Juraisate-Harbison |
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ISBN:
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978-989-8533-04-3 |
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Editors:
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Demetrios G Sampson, J. Michael Spector, Dirk Ifenthaler and Pedro Isaías |
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Year:
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2011 |
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Edition:
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Single |
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Keywords:
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Video technologies, elementary teacher education, methods courses, field placements, STEM |
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Type:
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Full Paper |
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First Page:
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211 |
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Last Page:
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218 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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This study examines benefits and challenges of using video technologies as communication tools in the context of preservice elementary teachers STEM field placement experiences, with a focus on developing questioning techniques that enhance students learning within the framework of an inquiry-based approach. Preservice teachers taught math and science lessons via videoconferencing to 5th grade classes in two major urban public schools. A positive and a negative discourse emerged from the analysis. Preservice teachers who engaged in a positive discourse had confidence in their questioning techniques, had good understanding of the math and science content, and had good pedagogical knowledge which resulted in a successful lesson. Conversely, their peers who engaged in a negative discourse were not well prepared, did not know the content well enough, and were confused as to what to do. The videoconferencing setting minimized the emotional and social components of the classroom dynamics, and instead stressed its academic and intellectual components. This forced the preservice elementary teachers to look face to face into their limited knowledge of the math and science content. |
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