Abstracts - Earli

I 1730 August 2007 14:30 - 16:30Room: 0.100DSymposiumResearch on digital video and teacher learningChair: Ellen van den Berg, University of Twente, NetherlandsOrganiser: Ellen van den Berg, University of Twente, NetherlandsOrganiser: Niels Brouwer, Radboud University Nijmegen, NetherlandsDiscussant: Francois Tochon, University of Wisconsin-Madison, USADigitization has made the use of video considerably more versatile than its predecessor analogvideo. The rapid development of ICT technology has introduced a promising new tool to teachereducation. As became clear since the microteaching movement began, visualizing teachingcompetence has the advantage of making teacher-learner interactions, their complexity andsubtlety explicit in authentic and subject-specific ways. These days, DV is being integrated inelectronic learning environments and CSCL programs enable teachers to upload, view, review andcomment on visual representations of their own and each others’ teaching. Using multimedia casesin electronic learning environments may help prospective as well as experienced teachers to "learnto notice" what are important events and actions in their everyday work and to relate these tobroader pedagogical principles (Van Es & Sherin, 2002). DV as a new tool for professionalinquiry and learning should help teachers to change and expand their teaching repertoires and touse professional knowledge as a basis for deciding how to act in specific situations. It should helpthem to relate practice and theory in far more powerful and effective ways than was possible in theera of analog video (Schlager & Fusco, 2003). In the face of such hopeful perspectives, onecautious empirical question is whether teachers actually learn when using DV. And if teachers doso, how and under what conditions do they learn? Bearing on these broad questions, thissymposium will provide opportunities to compare and exchange different perspectives and recentfindings from around the world. If the new DV tools are to benefit teachers’ professional learning,they need to be implemented in evidence-based ways. Empirical research about the role of DV inteacher learning is necessary to advance scientific knowledge and inform practice in the field ofteacher education.Teacher learning with digital video. Purposes and conceptualizationEllen van den Berg, University of Twente, NetherlandsNiels Brouwer, Radboud University Nijmegen, NetherlandsThe rapid development of multimedia technology holds promise for creating rich learningenvironments which support authentic, active and collaborative learning among teachers. Teachersmay benefit from using such environments to better cope with the challenges they face in theircomplex professional practice. The purposes of implementing multimedia cases in teachereducation are directed at four types of learning outcomes in teachers, which can be characterizedwith the words: think, act, reflect, transfer. The authors proposing this symposium are undertakingan international review of empirical studies relevant to these questions. This evidence will besummarized under four themes: 1. Learning results of prospective and experienced teachers fromusing DV 2. Visual learning by teachers 3. Collegial cooperation using DV 4. CSCL environmentsbuilt around DV This first contribution to the symposium is conceptual in nature and will providea summary of a literature review on the rationale behind multimedia cases from a perspective of– 516 –