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Abstract

This pilot study within an online teacher-education course required pre-service teachers to develop self-videotaped microteaching lessons which were posted in a private YouTube. Analysis of the students' YouTube lessons, course postings, and peer interactions found that students learned the technology requirements quickly, were able to develop useful collegial relationships, and were adept at developing science lessons that integrated data-probe and spreadsheet technology. The YouTube lessons, though, illustrated how these pre-service teachers still struggled with creating student-centered lessons. The utility of a performance assessment that can be taped, stored, and analyzed reinforces the value of this approach; YouTube-like postings could help fields with service and performance components (social work, nursing). New methods for modeling, supporting and assessing students in such areas will be needed. However, the value of instruction that is better aligned with the desired outcome argues the value of investing in supporting, integrating, and designing assessments for these rapidly-expanding technology-and-communications tools.

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The Effect on Learning,Communication,and Assessment When Student-Created Youtubes of Microteaching Were Used in an Online Teacher-Education Course

Abstract

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