Welcome to the InfoSci Platform
Reference Hub4
VideoPaper as a Bridging Tool in Teacher Professional Development

VideoPaper as a Bridging Tool in Teacher Professional Development

Trond Eiliv Hauge, Svein Olav Norenes
Copyright: © 2010 |Pages: 20
ISBN13: 9781605667805|ISBN10: 1605667803|ISBN13 Softcover: 9781616924393|EISBN13: 9781605667812
DOI: 10.4018/978-1-60566-780-5.ch012
Cite Chapter Cite Chapter

MLA

Hauge, Trond Eiliv, and Svein Olav Norenes. "VideoPaper as a Bridging Tool in Teacher Professional Development." Online Learning Communities and Teacher Professional Development: Methods for Improved Education Delivery, edited by J. Ola Lindberg and Anders D. Olofsson, IGI Global, 2010, pp. 209-228. https://doi.org/10.4018/978-1-60566-780-5.ch012

APA

Hauge, T. E. & Norenes, S. O. (2010). VideoPaper as a Bridging Tool in Teacher Professional Development. In J. Lindberg & A. Olofsson (Eds.), Online Learning Communities and Teacher Professional Development: Methods for Improved Education Delivery (pp. 209-228). IGI Global. https://doi.org/10.4018/978-1-60566-780-5.ch012

Chicago

Hauge, Trond Eiliv, and Svein Olav Norenes. "VideoPaper as a Bridging Tool in Teacher Professional Development." In Online Learning Communities and Teacher Professional Development: Methods for Improved Education Delivery, edited by J. Ola Lindberg and Anders D. Olofsson, 209-228. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-60566-780-5.ch012

Export Reference

Mendeley
Favorite

Abstract

This study demonstrates the possibilities of new media and affordable technological tools that support teacher professional development in a workplace setting. A team of 5 mathematics teachers in a secondary school is followed over a period of six months as they work jointly to improve their teaching and team practice using a multimedia Web developer system (VideoPaper). VideoPaper is an easy-to-use tool for developing and sharing of Web documents that integrates video resources, images, and texts reflecting local practices. The framework of Developmental Work Research methods aligned to historical-cultural activity theory (Engeström, 2001, 2008) was adapted to the local needs and workplace conditions. The findings point to changes in teachers’ conceptual approaches to learning and teaching, and to the significance of technology-enhanced support for professional development. The study contributes to an understanding of the complexities in bridging practices between social and technological design for teacher development and the development of learning communities.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.