The purpose of this study was to investigate the effect of the use of a video camera and video printer compared to a 35-mm camera on learning by student teachers of the documentation panel-making and revisiting processes as methods of enhancing student teachers' teaching skills, and to determine which medium better assisted pre-service teachers in expanding their understanding of the role of the teacher. This study consisted of two major parts: The first studied documentation panel-making processes, and the second part studied revisiting processes. Eight hypotheses were raised in this study. It is assumed that the quality of documentation panel and revisiting would be constrained or enhanced by the medium of documentation. The participants were 12 undergraduate education majors who were in the process of completing the final preschool practicum. The participants were equally divided in two groups, the video and video printer users, and the videotaped episode and 35-mm camera users. Six student teachers used a 35-mm camera and videotaped episodes and the other six teachers used a video camera and video printer to create documentation panels and to revisit. Student teachers created two documentation panels and had two revisiting experiences. The data for this study were derived from 24 documentation panels, 24 interview tapes, and 24 revisiting tapes. Two-way analysis of variance showed that there were no statistically significant differences found in all seven dependent variables by treatment and practice conditions and their interactions. This might be because of the small number of subjects studied. As regards revisiting, the video printer group showed higher scores for both revisiting I and revisiting II than the 35-mm camera group on the quality of revisiting skills and the degree of temporality on revisiting. The results of analysis of interview responses showed that the unique aspects of each technology affected student teachers' learning in different ways in the documentation panel-making and revisiting processes. The groups using a video camera and video printer displayed a process orientation of children's learning compared to the use of a 35-mm camera and videotaped episode group. Also, the video printer group demonstrated better revisiting skills than the 35-mm camera group when they used their photographs to facilitate children's construction of knowledge and interpretation of learning processes. Overall, the video printer group demonstrated a better quality of panels and revisiting skills than the 35-mm camera group.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-1644 |
| Date | 01 January 1998 |
| Creators | Hong, Seong Bock |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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