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The interactive video-case methodology of Literacy Education: Application and Practice (LEAP), a program that focuses on the reading/writing workshop approach, provided a shared environment for dialogue and self-reflection in an English/language arts teacher education program. LEAP includes a laserdisc, computer software, and seminal books on the reading and writing workshop approach, and is designed according to assumptions underlying cognitive flexibility theory. Twenty-three video mini-cases focus on classroom practices of three middle school teachers. This chapter describes the process of designing, developing and evaluating LEAP and offers guidelines based on what was learned about the process.

This study examined teachers’ cognitive development when interacting with video ethnography. It used grounded theory to discover embedded meanings and relationships that emerge from descriptive data collected from six teachers. Findings revealed (a) the categories of cognitive activities when using video ethnography, (b) the influence of experience and beliefs on these activities, (c) the scaffold that video ethnography provides, and (d) teachers’ progression in a cognitive development process through interaction with video ethnography. The study has implications in improving technology use in teacher development, production of multimedia cases, and research on case-based pedagogy and other related areas.

This chapter explores whether, and how, video reflections used across three contexts in teacher education (video case-study reflections, self-reflections, and Collaborative Peer Video Analysis reflections) result in teachers’ greater depth and breadth of reflective ideas about literacy assessment practices as compared to their reflections in just one context.

This qualitative case study of 18 teachers tracks their reflective content over time, and uses emergent coding and constant comparative methods to identify patterns in the breadth and depth of teachers’ reflections across three contexts: video case studies, self-reflections, and Collaborative Peer Video Analysis.

Teachers demonstrate greater depth and breadth of reflection across the three contexts, as compared to any one context. Three patterns were identified that describe how teachers develop depth of reflection across these contexts: identifying problems, shifting learning, and transferring learning to novel contexts. Two patterns were identified that describe how breadth of reflection occurred across these contexts: broad array of ideas for a specific topic and a broad range of topics.

Teacher educators can use a three-pronged approach to video reflection to promote depth and breadth of teachers’ reflections. Opportunities should also be provided across time, and prompts should be provided for guiding reflection to support breadth and depth of teachers’ analyses.

This chapter examines the role that video has played since its introduction to teacher education in the 1960s. The chapter first reviews several leading innovations that have been popular across the last forty years. I then argue that in the past, teacher education has not always capitalized on the features of video that make it particularly useful for teachers. To address this issue, I introduce three affordances of video that should be considered when designing video-based activities for teachers. To conclude, I point to several programs that leverage these affordances and that I recommend we investigate for the future.

Apprehension often accompanies the use of unstructured cases from the perspective of teachers and students. To assist in allaying concerns an instructional video that assists learning was developed. However, the effectiveness of the video may be reduced by issues of quality and therefore the purpose of this study is to determine student perceptions of video quality.

The relationship between the quality of the video and students engaging in the learning was established through a review of the literature. A survey of 114 students was undertaken to determine perceptions of the quality of the instructional video. A multiple‐item measure was used to establish a scale of quality.

Results from this study show that the use of an instructional video to support learning was effective. A key finding of the survey is that students believed the quality to be effective for the imparting of both knowledge and teaching approach.

The study provides support for the use of videos as an effective delivery mode to improve student learning.

The purpose of this paper is to investigate the private-data pertaining to the interaction of users with social media applications that can be recovered from second-hand Android devices.

This study uses a black-box testing-principles based methodology to develop use-cases that simulate real-world case-scenarios of the activities performed by the users on the social media application. The authors executed these use-cases in a controlled experiment and examined the Android smartphone to recover the private-data pertaining to these use-cases.

The results suggest that the social media data recovered from Android devices can reveal a complete timeline of activities performed by the user, identify all the videos watched, uploaded, shared and deleted by the user, disclose the username and user-id of the user, unveil the email addresses used by the user to download the application and share the videos with other users and expose the social network of the user on the platform. Forensic investigators may find this data helpful in investigating crimes such as cyber bullying, racism, blasphemy, vehicle thefts, road accidents and so on. However, this data-breach in Android devices is a threat to user's privacy, identity and profiling in second-hand market.

Perceived notion of data sanitisation as a result of application removal and factory-reset can have serious implications. Though being helpful to forensic investigators, it leaves the user vulnerable to privacy breach, identity theft, profiling and social network revealing in second-hand market. At the same time, users' sensitivity towards data-breach might compel users to refrain from selling their Android devices in second-hand market and hamper device recycling.

This study attempts to bridge the literature gap in social media data-breach in second-hand Android devices by experimentally determining the extent of the breach. The findings of this study can help digital forensic investigators in solving crimes such as vehicle theft, road accidents, cybercrimes and so on. It can assist smartphone users to decide whether to sell their smartphones in a second-hand market, and at the same time encourage developers and researchers to design methods of social media data sanitisation.

Connectedness is essential for student success in online learning. By projecting themselves as real people through video, instructors support connectedness. In this chapter, researchers apply the theory of social presence (Garrison, Anderson, & Archer, 2000) to case studies from two public higher education institutions: a four-year university and a large research university. Analysis identifies video as a humanizing element of online courses. Findings suggest video could be used in a variety of ways (e.g., video lectures, synchronous office hours, weekly overview videos), and no single use of video was perceived to be more or less effective in developing social presence and humanizing the learning experience. However, participants especially perceived connectedness when video was used in a variety of ways. Students from the second case study validated a perception of connectedness to the instructor that faculty in our first case study hoped to achieve. However, one instructor’s perception of disconnect illustrates that video is just one of several pedagogical practices necessary to create a satisfying learning experience for both students and instructors. While video is not the only way to establish social presence, findings suggest video is an effective practice toward creating a humanized and connected online learning community.

To present a cross-case analysis of two pre-service teachers who studied their own teaching using video within a teacher inquiry project (TIP) – a teacher education pedagogy we are calling video-mediated teacher inquiry.

Activity theory is used to examine how inquiry groups collaboratively used video to mediate shifts in goals and tool use for the two pre-service teachers presented in the study. This chapter addresses the question of how video-mediated teacher inquiry supports the appropriation of teaching tools (i.e., classroom discussion) in a teacher education program.

The findings indicate that shifts in goals and tool use made during the TIP suggest greater appropriation of the pedagogical tool of classroom discussion. We also consider how these shifts may be bound by the inquiry project.

The use of video cases of teachers’ own teaching is an emergent pedagogy that combines elements of both case study methods and practitioner inquiry. We argue that this pedagogy supports tool appropriation among pre-service teachers in ways that may help them develop as reflective practitioners.

Our purpose in this chapter is to present a model of coaching used in a preservice elementary teacher preparation program that relies on video as a mentoring tool. We call this tool RCA, or Retrospective Coaching Analysis, and it is based on Goodman’s (1996) work on Retrospective Miscue Analysis. We also provide examples of how cooperating teachers used videos to identify important moments of practice to elicit reflection with their preservice teachers.

We collected video recordings of cooperating teacher/preservice teacher pairs engaging in mentoring conversations using videos of preservice teachers’ practice.

In this chapter, we focus on the cooperating teachers’ choices about when to stop the video to engage in reflection with their preservice teachers. In selecting a focus point for the RCA Event, the CTs chose moments that met some of these four criteria: appreciative, learner-focused, disruptive, and/or generative. We also found the challenges in selecting focus points and in staying with moments of video long enough to generate reflection, which made the model of mentoring challenging to implement.

The analysis of this reflective mentoring tool has led to revisions in our theoretical model of coaching, as described in this chapter. The research suggests the importance of closely examining reflective talk between cooperating teachers and preservice teachers. Our work also illustrates a shift in the use of video in preservice teaching from a video-case based perspectives to reflection embedded in practice.

Our study suggests the importance of selecting moments of practice as the basis for mentoring and coaching, but the research helped us to understand that RCA has affordances and constraints, and therefore, should be a tool for teachers to use flexibly within our theoretical model of Coaching with CARE.

Teacher educators will find the RCA model to be a new way of approaching collaborative work with teachers in the field within a practice-based teacher education program.

While some may perceive technology as disruptive in higher education, this chapter makes a case that video technology can be used to increase collaboration and engagement in learning and teaching. It is argued that digital storytelling can be integrated as part of the assessment in graduate-level courses without compromising expectations related to academic rigor. Rather, digital storytelling advances multimedia literacy for the individual and supports the generation of bounded learning communities, specifically in online and blended programmes. Covering social presence, teaching presence and cognitive presence, the chapter draws on two examples of digital storytelling used in the MA in Conflict Analysis and Management and the MA in Global Leadership at Royal Roads University, Canada. Overall, the chapter makes a contribution to the conversation of how assessment formats can be updated to match the shift from traditional, lecture formats and brick-and-mortar institutions to applied, collaborative programmes that are often delivered in blended and online formats. Thus, as the field of higher education continues to evolve and adapt alongside technological innovations, the chapter suggests that digital storytelling can be one way to complement and update assessment formats to match the evolution of the twenty-first century.