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Instructional Videos as ICT for Teacher Professional Development: Transitioning From the Traditional Classroom to YouTube

Instructional Videos as ICT for Teacher Professional Development: Transitioning From the Traditional Classroom to YouTube

George W. Semich, Jenna Copper
Copyright: © 2018 |Pages: 15
ISBN13: 9781522556312|ISBN10: 1522556311|EISBN13: 9781522556329
DOI: 10.4018/978-1-5225-5631-2.ch048
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MLA

Semich, George W., and Jenna Copper. "Instructional Videos as ICT for Teacher Professional Development: Transitioning From the Traditional Classroom to YouTube." Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2018, pp. 1051-1065. https://doi.org/10.4018/978-1-5225-5631-2.ch048

APA

Semich, G. W. & Copper, J. (2018). Instructional Videos as ICT for Teacher Professional Development: Transitioning From the Traditional Classroom to YouTube. In I. Management Association (Ed.), Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications (pp. 1051-1065). IGI Global. https://doi.org/10.4018/978-1-5225-5631-2.ch048

Chicago

Semich, George W., and Jenna Copper. "Instructional Videos as ICT for Teacher Professional Development: Transitioning From the Traditional Classroom to YouTube." In Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1051-1065. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-5631-2.ch048

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Abstract

Information Communication Technologies have had a major impact in education today. Various ICT tools have been used to produce very favorable outcomes in terms of student learning. One such tool is YouTube which has had a dynamic influence on teaching and learning and is widely used by teachers in the classroom. The focus of this study is to examine how teachers would respond to the use of ICT tools, namely YouTube, as a form of delivery for their own staff development training. In this study, we surveyed teachers to assess their feelings on this form of training. Our findings showed a favorable response to this form of training using YouTube and demonstrated a rationale supported by a list of themes related to their rationale for favoring this choice.

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