The development of a VCS system for pre-service teachers to support the integration of technology into classrooms

Chang Ya-fung and Hsu Chia-ling
Tamkang University Taipei,
Taiwan

Kao Chuan-ho
Takming University of Science and Technology
Taipei, Taiwan

The main purpose of this study is to investigate the process of developing video case studies in a Web system for pre-service teachers to support technology integration into classrooms.

In today’s information society, it is important for future teachers to know how to use technology effectively to help students learn. However, the training of pre-service teachers’ technology competencies is often isolated from the teaching field and its technology applications seldom focus on specific content areas. In view of this, video cases on technology integration have been developed and a Web system of video case studies (VCS) is proposed for the following reasons:

• Cases save time and cost compared to visiting the teaching field.
• Video cases can capture the complexities of teaching reality in authentic classrooms.
• Cases provide rich contextual information useful for multi-analysis, practice discussion and personal reflection.
• Online cases can be easily accessed at any time and any place.
• The Internet and hypermedia, including the non­linear integration of video, audio, graphics and text, can provide a rich environment for case studies that promotes knowledge construction.

The secondary schools designated as ‘information model schools’ in Taiwan are targeted as sources for case development since these schools are generally recognized as having more resources and greater enthusiasm for implementing technology integration into instruction. With many years of practical experience, these schools must have accumulated many good teaching demonstrations and achievements worth documenting and distributing.

The process of developing case studies with information model schools involved the following tasks:

• With the school’s approval and assistance, arrange a meeting in that school and invite the teachers to participate in demonstrating technology integration into their teaching practice.

• Discuss with individual teachers the times for giving demonstrations, and then ask them to provide personal profiles, including educational background, years of teaching, hours of computer training, computer capabilities, personal experience and belief in technology integration into instruction.

• Video-record the teachers’ use of technology for one class period (about 45 minutes), and then distribute questionnaires to the class immediately after the demonstration to collect the students’ attitudes to and opinions on such teaching practice.

• Arrange follow-up interviews with individual teachers to collect their reflections on their teaching demonstrations.

• Examine the demonstration videos carefully and edit each of them into several video clips as the basis for mini-cases, each ranging from three to eight minutes in length and indicating the specific strategies used, such as the Internet or slides.

• Create video observation guidelines, reflection questions and suggested activities for each of these typical mini-cases and invite experts in instructional technology to analyse them and provide professional comments.

As a result, eight teachers from three different secondary schools participated in demonstrating technology integration into classrooms. In total, 22 mini-cases covering seven different subjects were created, which were the core components of the VCS Web system. There are five parts in a mini-case study pack, namely: background information about the case; teaching materials for demonstration; a video clip with subtitles; feedback from the teacher and the students; and a worksheet containing a video analysis guide, reflection questions and suggested activities to help the user analyse a mini-case more efficiently and thoroughly. In addition to the study pack, the VCS system has other components such as a bulletin board, and group and class discussion forums. A user and his/her group members can exchange ideas in the group area and then post their group comments on a mini-case in the case discussion forum. The experts’ views are provided after all the groups have posted their comments. Finally, a ‘learning portfolios’ component includes each user’s analysis report based on the analysis guide worksheet, as well as a self-evaluation report filled in online after a mini-case.

Currently, formative evaluations by three experts and three users have been conducted. The results indicate that the design of the VCS system was regarded very positively. However, relevant suggestions on the operations of the system, the presentation quality of the cases, the availability of related information and the reflection mechanisms have been provided to maximize the benefits of the VCS Web system and ensure its successful implementation in the future.