“The combination of capturing clips with the camera and reviewing those clips may be a valuable activity for teachers.”
-Sherin, Russ, & Colestock, 2011, p. 91
How have cameras been used in the past to capture teacher instruction for research data and teacher development footage?
Camera Positioning: Cameras are often set up on stationary tripods within classrooms (e.g., back of the classroom, front corner of the classroom, etc.) or clipped to the teacher during class instruction.
Recording Settings: These cameras are usually set to record a single continuous stream of footage, capturing the entire class session.
Benefits: It is useful for showing teachers their strengths and weaknesses in teaching because teachers are able to look back and reflect on their teaching performance. Teachers can then address potential teaching strategies that need improvement.
What are new ways of collecting video footage within classrooms?
Recently, researchers have begun examining how teachers can become more active in video tapping their class sessions. Self-recorded video cameras, such as the Deja View Camwear 100, have been used for teachers to control the camera footage that is collected – allowing teachers to decide when and what the camera records.
Sherin, Russ, and Colestock (2011) examined the use of self-recording cameras to assess mathematics teachers’ patterns of noticing certain types of interactions within the classroom.
Sherin, Russ, Sherin, and Colestock (2008) conducted a case study that examined one math teacher’s use of Deja View Camwear 100. They specifically explored how Deja View Camwear 100 can be a useful tool for enhancing professional vision for teacher development.
What is Deja View Camwear 100?
• Wearable mini camcorder that goes on the rim of a hat or on the side of eye glasses
• Records the last 30 seconds of video footage after pressing the “record” button
• Direct output to TV, VCRs, or DVD burners
• Easily accessible file viewing
• Costs about $400
• For more information, click here.
What are the benefits of having teachers control the camera recording their teaching?
Professional Noticing: Teachers can have heightened attention towards their teaching and the activities going on in the classroom. By placing immediate attention towards their individual teaching behaviors and students’ responses, teachers can work to modify behaviors to increase the effectiveness of their instruction.
Active Participants in Training: Teachers actively decide on the types of interactions they will analyze later on because they control the video footage that is collected. Such participation may lead teachers to be hyper-aware of various teaching strategies they use and/or would like to improve.
Active Participants in Research: The footage recorded by self-recorded cameras allows researchers to collect data on multiple aspects of teaching. For example, as listed above, researchers can analyze teacher patterns in awareness and their recognition of classroom behaviors. It is also possible for researchers to examine the potential effects a self-recorded camera can have on teacher professional development outcomes, possibly leading to more effective forms of professional development courses/workshops.
In-the-Moment Collection: Self-recorded cameras collect video footage without interrupting class sessions. This is important because it captures the teacher’s experience, with limited distraction, ultimately allowing the teacher to proceed with teaching without losing focus on the lecture. Uninterrupted instruction brings the video data closer to capturing what would typically occur during class sessions.
References
Reich, S., Goldberg, L., Hudek, S. (2004). Deja View Camwear Model 100. Paper presented at the First ACM Workshop on Continuous Archival Retrieval of Personal Experiences, New York.
Sherin, M., Russ, R. & Colestock, A. (2011). Accessing mathematics teachers’ in-the-moment noticing. In M.G. Sherin, V.R. Jacobs, & R.A. Philipp (Eds.), Mathematics teacher noticing, pp. 79-94. New York: Routledge.
Sherin, M., Russ, R., Sherin, B., & Colestock, A. (2008) Professional vision in action: An exploratory study. Issues in Teacher Education, 17(2), 27-46.