Technology Use as Transformative Pedagogy: Using Video Editing

333 Pages·2015·2.08 MB·English

by  Michelle Macy

University of South Florida
Scholar Commons
Graduate Teses and Dissertations Graduate School
2011
Technology Use as Transformative Pedagogy:
Using Video Editing Technology to Learn About
Teaching
Michelle Macy
University of South Florida,
Technology Use as Transformative Pedagogy:

Using Video Editing Technology to Learn About Teaching

by

Michelle Macy

A dissertation submitted in partial fulfillment
of the requirements for the degree of
Doctor of Philosophy
Department of World Languages
College of Arts & Sciences

and

Department of Secondary Education
College of Education
University of South Florida

Major Professor: Linda Evans, Ph.D.
Carine Feyten, Ph.D.
Wei Zhu, Ph.D.
Adam Schwartz, Ph.D.

Date of Approval:
April 1, 2011

Keywords: activity theory, cognitive development, constructivism (learning), educational
processes, educational technology, instructional effectiveness, language teachers,
microgenetic case study, microteaching, pedagogical content knowledge, process versus
product, reflection, socio-cultural theory, student teachers, teacher education

© Copyright 2011, Michelle Macy
Dedication
I dedicate this dissertation to Nikhil, my son. He has been the ultimate reason for
me to move ahead and complete this degree. I am constantly amazed by his intelligence
and curiosity, and I hope to instill in him the desire to learn that my own mother imparted
to me. He has brought so much love and laughter into my heart, and has reminded me
how to play and to notice the beautiful details of every day. With every passing moment,
his amazing light shines brighter, and my love for him grows even stronger. I hope I can
make him as proud of me as I am of him.
Table of Contents
List of Tables .................................................................................................................... vi

List of Figures.................................................................................................................. vii

Abstract........................................................................................................................... viii

Chapter I.............................................................................................................................1
Overview and Context of Research Problem...........................................................4
The Pedagogy of Teacher Preparation.........................................................4
Pedagogical Approaches in Teacher Preparation ........................................5
Teacher Development in the Course of a Pedagogical Approach ...............6
Products versus Processes............................................................................6
Purpose of the Study ................................................................................................8
Research Questions................................................................................................11
Limitations .............................................................................................................12
Location of the Study.................................................................................12
Study Participants ......................................................................................12
Institutional and Researcher Bias...............................................................13
Standards........................................................................................13
Reflection and Reflective Practice.................................................13
Constructivist Principles in Education...........................................14
Definition of Terms................................................................................................14
Organization of the Study ......................................................................................20

Chapter II .........................................................................................................................21
Teacher Preparation ...............................................................................................22
Theories of Teacher Education and Training.............................................22
Theories of Teacher Development.............................................................23
Theories of Cognitive Constructivism...........................................24
Theories of Social Constructivism.................................................25
Reflection and Reflective Practice.............................................................32
Defining Reflection in Teacher Preparation ..................................34
Taxonomies of Reflection in Teacher Preparation ........................42
Applying Reflection in Teacher Preparation .................................46
Research and Implementation....................................................................47
The Context of the Study .......................................................................................49
The Course and Core Task.........................................................................49
The Research..............................................................................................51
Case Study .....................................................................................52
(Micro)Genetic Analysis................................................................53
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Exploratory Practice.......................................................................54
Activity Theory..............................................................................56
Origins and Theoretical Underpinnings of Activity
Theory..........................................................................58
The Structure and Function of an Activity ........................61
Organization of the Research Procedures ..............................................................67

Chapter III........................................................................................................................68
Research Design.....................................................................................................69
Sociocultural Theory as Research Orientation ..........................................69
Case Study as Data Acquisition Model .....................................................69
Microgenetic Case Study Design...............................................................69
Exploratory Practice as Pedagogical Reasoning........................................70
Activity Theory as a Structural Framework for Data Collection and
Analysis................................................................................................70
Methodological Overview .........................................................................71
Research Setting.....................................................................................................73
The Core Task – Design and Purpose........................................................74
The Core Task – Preparation .....................................................................79
The Participants .........................................................................................80
Procedural Overview .............................................................................................82
Measures and Instruments......................................................................................83
Trustworthiness..........................................................................................83
Credibility ......................................................................................84
Transferability................................................................................87
Dependability.................................................................................88
Confirmability................................................................................89
Instrumentation ..........................................................................................90
Questionnaire .................................................................................90
Field Notes .....................................................................................92
Recorded Interviews ......................................................................92
Recorded Activity ..........................................................................93
Data Management ..................................................................................................93
Data Reduction and Display ......................................................................94
Questionnaire .................................................................................95
Audio and Video Recordings.........................................................96
Transcription ......................................................................96
Dialogic Episodes ..............................................................97
Integration of Field Notes and Memos ..............................98
Coding for Themes ............................................................98
Coding for Conflict, Contradiction, and Tension ..............98
Coding for Regulation........................................................98
Coding for Regulatory Behavior............................98
Coding for Regulatory Language...........................98
Data Analysis .........................................................................................................99
Thematic Analysis .....................................................................................99
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Activity Theory Analysis.........................................................................100
Regulatory Analysis.................................................................................100
Behavioral Regulation .................................................................106
Linguistic Regulation...................................................................107
Organization of the Research Findings................................................................109

Chapter IV......................................................................................................................110
Data Analysis and Findings .................................................................................110
Questionnaire – Findings .........................................................................110
Questionnaire – Biographical Data..............................................110
Questionnaire – Motivational Data..............................................111
Questionnaire – Technology Data ...............................................112
Questionnaire – Findings – Summary..........................................113
Audio and Video Recordings – Findings.................................................114
Thematic Analysis .......................................................................114
Topics...............................................................................114
Topics – Confounding the Topics........................115
Topics – Definitions.............................................117
Topics – Foundations and Theories .....................119
Topics – Reflection on Best Applications ...........126
Topics – Examples...............................................127
Topics – Summary ...............................................131
Project Instructions ..........................................................131
Technology ......................................................................141
Project Plan ......................................................................146
Reference Materials .........................................................150
Researcher Presence.........................................................159
Researcher – Solicited Support ............................160
Researcher – Unsolicited Support........................161
Community Support.........................................................164
Motivation........................................................................164
Motivation – Grades ............................................164
Motivation – Tasks, Tools, and Work
Partners ..........................................................165
Motivation – Tasks ..................................166
Motivation – Tools...................................168
Motivation – Work Partners.....................169
Motivation – Completion.....................................170
Motivation – Overall Program.............................172
Rapport.............................................................................174
Rapport – Perceptions ..........................................174
Rapport – Conflict................................................183
Rapport – Conflict – Vanessa ..................183
Rapport – Conflict – Paula.......................192
Expectations.....................................................................199
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Expectations – Effort and Time ...........................199
Expectations – Project Purpose............................204
Expectations – Professionalization ......................205
Creativity..........................................................................207
Creativity and Design ..........................................207
Creativity and Presentation Format .....................208
Creativity and Content .........................................211
Distractions ......................................................................213
Distractions – External.........................................213
Distractions – Internal..........................................215
Themes – Summary .........................................................218
Activity Theory Analysis.............................................................218
Conflicts, Contradictions, and Tensions ..........................218
Object Change..................................................................227
Object Change – Tool-Based Conflicts ...............227
Object Change – Rule-Based Conflicts ...............227
Object Change – Community-Based
Conflicts.........................................................229
Object Change – Subject-Based Conflicts ...........229
Regulation ....................................................................................230
Regulation – Behavioral Analysis ...................................231
Regulation – Linguistic Analysis.....................................237
Productive Speech................................................237
Constructive Speech.............................................238
Destructive Speech...............................................238
Private Speech......................................................239
Study Findings .....................................................................................................239
Study Findings – Research Question One ...............................................240
Study Findings – Research Question Two...............................................241
Outcomes .............................................................................................................242

Chapter V .......................................................................................................................243
Sources of the Problem ........................................................................................243
Individual Obstacles.................................................................................244
Division of Labor.........................................................................244
Rules ............................................................................................245
Tools ............................................................................................245
Community ..................................................................................246
Participants...................................................................................246
Organizational Obstacles .........................................................................247
Prior Knowledge ..........................................................................247
Project Instructions and Purpose..................................................248
Learning Community ...................................................................249
Peer-to-peer Scaffolding ..............................................................250
Technology ..................................................................................251
Project Design and Execution......................................................253
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Organizational Mediation ........................................................................254
Formative Assessment and Corrective Feedback ........................254
Modeling, Co-constructing, and Scaffolding...............................256
Structured Co-Construction of Project Requirements .................257
Structured Use of the Collaborative Circle ..................................259
Working with the Course Professor.................................260
Working with Classroom Peers .......................................261
Learning to Teach by Teaching to Learn.....................................263
Metacognitive Awareness............................................................264
Implications for Program Design.........................................................................265
Programmatic Evaluation and Change.....................................................265
Design for Development ..........................................................................265
Programmatic-level Interim Assessments................................................266
Programmatic-level Articulation .............................................................267
Co-construction and Collaboration Among Faculty ................................268
Accountability – the Meaning of Standards.........................................................268
Directions for Future Research ............................................................................269

References .......................................................................................................................273

Appendices......................................................................................................................290
Appendix A: Video Project Instructions............................................................291
Appendix B: Video Project Grading Rubric .....................................................293
Appendix C: Pre-Activity Handouts .................................................................294
Appendix D: Student Information Form............................................................303
Appendix E: Student Technology Survey.........................................................306
Appendix F: Questionnaire Data Summary Forms...........................................309
Appendix G: Thematic Coding Schema............................................................311
Appendix H: Sample of Dialogic Episode Coding............................................316
Appendix I: Syllabus: Practicum in Foreign Language/ESOL Teaching ........320

v
List of Tables

Table 1: Interactive Perspectives in Reflection ................................................................40

Table 2: Hatton & Smith’s & Baxter Magolda’s Taxonomies of Reflection ...................45

Table 3: Overview of Research Questions and Related Instrumentation .........................91

Table 4: Five Levels of Transition from Intermental to Intramental Functioning..........105

Table 5: Regulation Category Definitions ......................................................................106

Table 6: Instantiations of Productive, Constructive, Destructive, & Private Speech .....108

Table 7: Behavioral Regulation .......................................................................................231

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List of Figures

Figure 1: Exploratory Practice, Reflective Practice, & Action Research Models ............55

Figure 2: Basic Model of Activity ....................................................................................63

Figure 3: Leontiev’s Hierarchical Levels of Activity .......................................................63

Figure 4: The Structure of a Human Activity System – Second Generation....................64

Figure 5: Sample Structure of a Unit Plan Writing Activity for Student-Teachers..........65

Figure 6: Tensions, Conflicts, & Contradictions in a Sample Activity System ...............66

Figure 7: Interacting Activity Systems As Model for Third Generation AT....................67

Figure 8: Overview of Methodological Foundations for the Present Study .....................72

Figure 9: Wertsch’s (1979) 4 Levels of Transition from Other- to Self-Regulation ......102

Figure 10: Model of the Video Project as Envisioned by the Designers of the
Curriculum Prior to Activity..........................................................................220

Figure 11: Model of Division of Labor Issues Related to Technology Use ...................221

Figure 12: Model of Division of Labor Issues Related to Reference Materials .............222

Figure 13: Model of Difficulties in Reading and Interpreting the Instructions and
Rubric.............................................................................................................223

Figure 14: Model of Difficulties in Defining, Describing, Exploring, and
Reflecting on the Topics ................................................................................224

Figure 15: Model of Difficulties in Making and Following a Project Plan ....................224

Figure 16: Model of Personal Conflict Between Vanessa and Paula .............................226

Figure 17: Transformation of the Object Over Time in Vanessa and Paula’s Video
Project Activity Due to Non-Resolution of Conflicts, Contradictions,
and Tensions ..................................................................................................228

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