Selecting and Integrating High-Quality Videos into Teacher Education

Authors

  • Logan W. Qualls Clemson University
  • Lindsay M. Carlisle
  • Jamie Day
  • Shanna Hirsch

DOI:

https://doi.org/10.33043/JOSEP.2.1.38-47

Keywords:

Content Acquisition Podcasts, High leverage practices, Mayer’s Multimedia Design, Teacher Education, Videos

Abstract

High leverage practices (HLPs) in special education are 22 critical skills related to collaboration, assessment, social/emotional/behavioral, and instructional domains. These practices are supported by research and recommended for use in PK-12 classrooms serving students with and without disabilities. Given the vast instructional modalities used within teacher education (i.e., face-to-face, online synchronous, online asynchronous, or hybrid flexible), it is important to have an array of resources that support teacher candidates’ knowledge of HLPs, in addition to providing a glimpse at HLP implementation in authentic contexts. Videos
are an advantageous option for achieving both goals; however, there are important considerations for maximizing the effectiveness of this learning support. Therefore, the aim of this article is to provide teacher educators with guidance on selecting and integrating videos to address critical HLP content. With a focus on leveraging effective design elements, this article describes the benefits of using video to address HLP content in special education teacher preparation programs, and offers guidance on integrating video within coursework through the use of a multimedia instructional tool called Content Acquisition Podcasts (CAPs).

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Published

05/11/2022

Issue

Section

Special Issue on Technology