Abstracts - Earli

VideoPaper technology in supporting self-reflection and to describe instances of its use that mightrepresent some of the unique affordances of this new medium. The researcher interviewed studentsand faculty and reviewed the student writing in the VideoPapers. The researcher concluded that inthe context of this particular program, which unilaterally adopted and supported the integration ofthe VideoPaper, the technology succeeded in supporting a more cohesive and coherent process andproduct that aided in the development of teacher self-reflection. These findings indicate that thisnew technology enabled the program to increase the self-reflection of its graduates, which in turnmay contribute to a greater likelihood that these teachers will remain in the profession. Theresearcher will also present preliminary findings from new research to be conducted in spring 2007on the use of VideoPaper to develop classroom reflection in two new populations: 1) preserviceteachers in a small independent school; and 2) engineering students observing K-8 classrooms.Using video papers for professional learning and assessment in initial teacher educationFederica Olivero, University of Bristol, United KingdomElisabeth Lazarus, University of Bristol, United KingdomThis talk draws on a research project (carried out at the University of Bristol, UK) aimed atinvestigating the use of videopapers as a tool for professional learning and assessment in initialteacher education. In particular we piloted the use of videopapers as a reflective learning tool forstudent teachers and its advantages/disadvantages over more conventional use of videos,observation tasks and assignments. The project involved two groups of Modern Foreign Languagestudent teachers. In the context of their teacher training course, they were asked to create avideopaper instead of a written essay for one of their units that required them reflecting on twoissues related to their practice. Videopapers enabled the developing teachers to select sequencesand ‘moments’ in the classroom (video clips), link these to children’s work (slides), a personalanalysis (text), underpinned by research (text), all in one place and in one ‘environment’, therebycreating a potentially very powerful digital element of their professional development portfolio, incontrast to the more conventional ways of collecting and putting together evidence. One of themain issues emerged from the analysis of the data collected is the relationship between text andvideo both in the creation and in the reading of a videopaper. The videopaper is not dominated bythe video but the text is an important component to it, which makes it a new mode for reflecting onand representing practice. Moreover, the ability to link raw data and video with text analysis andobservations in a videopaper enables the ‘reader’ to interact with the content in a way that issignificantly different from reading a traditional linear text. The students expected the reader (orthemselves as readers) to interact with the videopaper and think about the evidence provided in theclips.Video-papers: an attempt to closing the notorious gap in teacher educationKari Smith, University of Bergen, NorwayRune Krumsvik, University of Bergen, NorwayThis talk draws on a research project (carried out at the University of Bristol, UK) aimed atinvestigating the use of videopapers as a tool for professional learning and assessment in initialteacher education. In particular we piloted the use of videopapers as a reflective learning tool forstudent teachers and its advantages/disadvantages over more conventional use of videos,observation tasks and assignments. The project involved two groups of Modern Foreign Languagestudent teachers. In the context of their teacher training course, they were asked to create avideopaper instead of a written essay for one of their units that required them reflecting on twoissues related to their practice. Videopapers enabled the developing teachers to select sequences– 171 –