Abstract
This study was designed to investigate the role of video in the growth of written reflective responses between two groups of preservice teachers. Fifty-four students enrolled in four sections of a required special education course that focused on family-professional collaboration participated. Subjects included candidates seeking general and special education certification and a teaching endorsement in special education. Participants were divided into two groups. Group 1 students participated in three role-plays, reflected on their actions, and then wrote reflections after each role-play. Group 2 students participated in three role-plays that were recorded with digital videotape and placed on a streaming server. Students watched each video, reflected on their actions, and then wrote reflections. A developmental coding rubric was used to score students' written reflections following the role-plays. Analysis of the written responses and follow-up focus discussions demonstrated an increase in reflective thought in the written reflections of the students who used video. Findings also showed positive attitudes about the use of technology for personal reflection. Implications for future practice and the use of digital video technologies are discussed.
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