Each printed reflection was examined to identify those that integrated video
production as an instructional strategy, as opposed to the use of or analysis of existing video only.
They did not, however, view these time constraints as reasons for rejecting the use of video
production as an instructional strategy.
Not exact matches
The study concludes that video
production, when understood
as an
instructional strategy and not
as an object of study, has an important role to play in K - 12 content learning.
Yet,
as the reflections of the 17 teacher - learners examined in this study suggested, video
production used
as an
instructional strategy and integrated in classrooms in robust and rigorous ways promotes content learning.