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Use of video as a representation of practice in teacher education is commonplace. The current study explored the use of a new format (360 video) in the context of preservice teachers’ professional noticing. Findings suggest that preservice teachers viewing 360 videos attended to more student actions than their peers viewing standard video. In addition, using a virtual reality headset to view the 360 videos led to different patterns in where preservice teachers looked in the recorded classroom, and to increased specificity of mathematics content from the scenario. Thus, findings and results support the use of 360 video in teacher education to facilitate teacher noticing. However, future research is needed to further explore this novel technology.
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Situating presence within extended reality for teacher training: Validation of the eXtended Reality Presence Scale (XRPS) in preservice teacher use of immersive 360 video
The use of video is commonplace for professional preparation in education and other fields. Research has provided evidence that the use of video in these contexts can lead to increased noticing and reflection. However, educators now have access to evolving forms of video such as 360 video. The purpose of this study was to adapt and validate an instrument for assessing immersive 360 video use in an undergraduate preservice teacher university training program. Data provided evidence of the validity of the Extended Reality Presence Scale (XRPS) for 360 video research in preservice teacher professional development. Moreover, evidence from the study suggests that those with higher feelings of presence are less likely to jump around (or twitch) while watching 360 videos. The main implications are that: a) the XRPS is a validated and reliable instrument and b) more research is needed to examine the presence and practices for in-service and preservice teachers while watching 360 video.
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- Award ID(s):
- 1908159
- PAR ID:
- 10274526
- Date Published:
- Journal Name:
- British journal of educational technology
- Volume:
- 52
- Issue:
- 2
- ISSN:
- 0007-1013
- Page Range / eLocation ID:
- 324-341
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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The use of video is prevalent in teacher education. it has been shown to be successful in varied content areas, with multiple contexts, and for differing audiences. Even with its successes, there are several known challenges with capturing and using classroom video to inform teacher professional development and preservice teacher education. To address these issues, drawing on a grant from the National Science Foundation, we have created an extended reality initiative (XRI) that provides information about equipment, software tools to edit single and multi-perspective videos, and a collection of videos for instant use in preservice and in-service classrooms. In addition to the deliverable outcomes, the project has shown that 360 and VR can improve preservice teacher noticing through increased perceptual capacity.more » « less
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Olanoff, D.; Johnson, K.; Spitzer, S. (Ed.)Attending to students’ actions and mathematical thinking is an important aspect of professional teacher noticing. In this paper, we used 360 videos as a medium to examine the relationship between preservice teachers’(PSTs) observed attending behaviors and their written noticing. Findings suggest that PSTs focusing on students, instead of the teacher, during class discussions provide more specified descriptions of children’s mathematical thinking.more » « less
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Accepted Manuscript1.0
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