Become your own personal videographer:
Capture, reflect and analyse classroom interactions with self-tracking video technology using mobile devices and 3G cameras.
Teachers like all professionals need to be accountable for their effectiveness in the workplace by providing evidence their performance aligns with industry standards. A challenge for school leadership is monitoring teachers` professional practice in a cost effective and constructive manner. The provision of tangible evidence of teacher effectiveness going beyond test scores is imperative in light of the proposed introduction of performance-based pay for teachers. One of the attributes of being an effective teacher is the ability to set and monitor personal goals and to learn through connection and self-reflection.
The TIPS-2 Professional Growth Project (TIPS-2) addresses these issues by investigating how a group of K-10 teachers used innovative learning practices facilitated by new technologies, namely self-tracking video technologies, mobile phones, touch tablet devices and 3G cameras, to document and analyse their classroom practice for goal setting, sharing and reflection. Qualitative and quantitative data collection and digital video analysis were used to provide triangulation of rich multi-modal sources of data to develop a series of narratives.
Research indicates the use of video to capture professional behaviours, combined with peer-review and reflection is an effective way to develop professional practice. Systems theory was used to analyse the complex, multi-layered, dynamic actions and reactions captured in time and space in the videos. Recognising that teaching is a series of multi-facetted, bi-directional interactions, multiple perspectives of the teaching and learning events were simultaneously video recorded. Capture and viewing of dual perspectives gave the teachers an opportunity reflect on themselves in action while being aware of both the environmental context and the student actions and reactions to the teaching intervention. This juxtaposition of teacher actions in video 1: captured through a self-tracking mobile device while simultaneously viewing the complex interplay between the environment and the student reactions in video 2: captured through a body-mounted high speed video camera enabled teachers to reflect on the dynamic interactions and responses that are constantly changing during teaching and learning processes.
A community of practice model was used for collegial teacher professional learning. Teachers reported although time consuming, these sessions were valuable for the development of advanced video analysis skills, the establishment of reflective protocols around the use of classroom video and sharing classroom practices. The findings of the research are relevant to all professions needing cost effective sustainable methods to monitor professional practice, promote personal growth and development while aligning performance to professional standards and indicators.