186,918 research outputs found
The use of digital videoannotation in teacher training: the teachers’perspectives
Get PDFThe use of digital video offers interesting opportunities in teacher training, particularly the possibilities provided by video annotation, whereby people can add and share comments and opinions on the same videos, even from different places. This exploratory study aims to examine teachers’ perspectives of this technology, taking into account both their explicit and implicit evaluations. Different methods of using video annotation for training are compared, one based on its individual use, another supported by various types of tutorship. The data were collected and analysed first through a quantitative phase, followed by an in-depth qualitative phase. It is pointed out that to make this technology fully operational it is important to address the cultural and psychosocial aspects that control the emotional conditions which arise when one’s teaching behaviour is being observed and assessed
Optical performances of SINBAD, the Synchrotron INfrared Beamline At DANE. 22, J) CESTELLI GUIDI, M., PICCININI, M., MARCELLI, A., NUCARA, A., CALVANI, P., BURATTINI. E.,
No full textSINBAD (Synchrotron Infrared Beamline At DANE) is the first Italian synchrotron radiation beamline operating in the infrared range. It collects the radiation emitted by DANE, an electron-positron collider designed to work at 0.51 GeV with a beam current I > 1 A. Here, the actual performances of the beamline, in terms of brilliance gain with respect to black bodies and polarization properties, are presented and discussed. Finally, the stability of the SINBAD source, a critical issue for Fourier transform infrared spectroscopy, is discussed
Evidenze, miti e prassi didattiche: il caso dell’insegnamento della lettura nella scuola italiana
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Teachers' perspectives on innovation: tutorship and videoannotation
No full textThe use of digital video offers interesting opportunities in teacher training, particularly thanks to the possibilities provided by video annotation, whereby people can add and share comments and opinions on the same videos, even from different places. This research study aims at examining teachers' perspectives on this technology, taking into account both their explicit evaluations and the emotional implications that might characterize their perception.
Different methods of using video annotation for training are compared, one based on the individual use as a form of personal reflection, another supported by various types of tutorship. The data were collected and analysed through an explicit evaluation, an indirect evaluation and shared interpretations in a focus group. It is pointed out that to make this technology fully operational it is important to work on the cultural and psychosocial aspects that control the emotional conditions that arise when one’s teaching behaviour is observed and assessed
Tutorship e video annotazione: il punto di vista degli insegnanti
No full textThe use of digital video offers interesting opportunities in teacher training, particularly thanks to the possibilities provided by video annotation, whereby people can add and share comments and opinions on the same videos, even from different places. This research study aims at examining teachers’ perspectives on this technology, taking into account both their explicit evaluations and the emotional implications that might characterize their perception. Different methods of using video annotation for training are compared, one based on the individual use as a form of personal reflection, another supported by various types of tutorship. The data were collected and analyzed through an explicit evaluation, an indirect evaluation and shared interpretations in a focus group. It is pointed out that to make this technology fully operational it is important to work on the cultural and psychosocial aspects that control the emotional conditions that arise when one’s teaching behavior is observed and assessed.L’impiego dei video digitali presenta interessanti promesse per la formazione degli insegnanti, in particolare grazie alle poten zialità offerte dalla video annotazione, che consente a più soggetti, anche a distanza, di inserire e condividere commenti e opinioni sugli stessi video. Questo lavoro intende studiare il punto di vista di insegnanti verso questa tecnologia, tenendo conto sia delle loro valutazioni esplicite che di connotazioni più emotive che possono caratterizzare la loro percezione. A questo scopo vengono confrontate diverse modalità d’uso della video annotazione, impiegata da un lato come forma di autoriflessione personale, dall’altro in contesti varia mente supportati da tutorship: con un mentore di fiducia, con una gruppo di pari, con un esperto del mondo accademico. Si sottolinea come, per un’eventuale messa a regime di questa tecnologia, sia importante intervenire anche sugli aspetti culturali e psicosociali che regolano la condizione emotiva che si genera nel rendere oggetto di osservazione e di valutazione il proprio comportamento didattico
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