Yamamoto-Microteaching with_Digital_Movi

Microteaching with Digital Movie and Online Discussion Forum forPreservice Teacher Training : 

Microteaching with Digital Movie and Online Discussion Forum forPreservice Teacher Training Junko Yamamoto Junko.yamamoto@sru.edu John Hicks John.hicks@sru.edu Slippery Rock University of Pennsylvania

What is Microteaching? : 

What is Microteaching? Definition History

Digitalizing Microteaching : 

Digitalizing Microteaching Justifications Increased frequency Ease of sharing: more peer feedback No need to rewind or fast forward during post teaching conference

Use of Blackboard for Feedback : 

Use of Blackboard for Feedback Post anonymously to promote honesty. Netiquette & constructive criticism taught prior to postings.

Research Questions : 

Research Questions Is the frequency of microteaching correlated to performance improvement? When do large growth, tapering off, and maintenance occur in performance? Does digitalizing increase the quality of the post-teaching conference?

Instrument: Assessment Rubric : 

Instrument: Assessment Rubric quality and volume of voice correct pronunciation use of fillers amount of eye contact clarity of instruction attention-getting motivational technique that elicits prior knowledge continuity and pace of lesson (made appropriate use of time) use of chalkboard, audiovisual aids, computer, overhead projector, questioning skills, including use of appropriate wait-time accuracy of subject-area content and solid application to students’ lives (scale 1-5)

Findings with Repeated Measures ANOVA : 

Findings with Repeated Measures ANOVA Mean Scores for Microteaching 1-4

Findings continued : 

Findings continued N=20 Overall P = .000; F(3,57)= 22.35; power = 1.00.

Slide 9: 

Result with Repeated Measures ANOVA

Research Questions 1 & 2 : 

Research Questions 1 & 2 No significant difference between 1-2 Significant differences between 2-3 & 3-4 No ‘tapering-off’ as of the fourth microteaching.

Research Question 3 : 

Research Question 3 No time wasted for rewinding and fast-forwarding Go right into the ‘trouble’ spot and view it multiple times for close analysis Increased frequency reduced teaching anxiety: more attention to teaching

Qualitative Data : 

Qualitative Data Anonymous peer feedback on Blackboard Preliminary findings indicate Preservice teachers observe netiquette even when postings are anonymous Quality of feedback needs to improve