First Advisor
Youngs, Suzette
Document Type
Dissertation
Date Created
12-2021
Embargo Date
1-1-2024
Abstract
In a media dominated world, where video composition (an integral media literacy pedagogy) has remained extremely limited in university teacher prep programs in states like Utah, this qualitative descriptive case study investigated the whys and hows of the processes, purposes, and marketing of an in-service Pedagogical Video Composition (PVC) teacher professional development program and the media literacy practices of the teachers it impacted. Participants were four staff members of Utah’s SHIFT Professional Development program, and four of its teacher participants The study’s data collection included artifacts, an observation, and (primarily) interviews during the first full school year of COVID-19 (Fall, 2020). Findings regarding teaching during COVID-19 are listed further in the complete study. One limitation of the study was the lack of any direct observation of the teacher participants teaching the PD curriculum. One result of this study indicated that there existed conflicts and barriers to implementing PVC, some of which may have their roots in long-standing biases from a century ago (biases that also showed up in the findings). Other findings indicated, through the ‘lens’ of Guskey’s Theory of Teacher Change, that the SHIFT PD promoted lasting change in its teacher participants. Other findings indicated that the issues of time and technology as barriers to PVC implementation remained a barrier and affected and were affected by other barriers. Other findings are mentioned in the complete study. The study’s further purpose was to view this program in the context of the State of Utah, where such curriculum in K-12 education has been rare. Investigating SHIFT here could aid in continuing to champion the practice, given the possible benefits of PVC confirmed by this study despite the barriers and challenges to its K-12 implementation. These seemingly non-academic student benefits included increased confidence in “finding one’s voice,” which confirmed extant research that stated the power of utilizing this 21st century medium in educational contexts.
Extent
316 pages
Local Identifiers
Jones_unco_0161D_10982.pdf
Rights Statement
Copyright is held by the author.
Recommended Citation
Jones, Nathan Smith, "Teachers “Write” Video--a Case Study on the Processes And Participants of a Video Composition Professional Development Program: A Utah Context" (2021). Dissertations. 782.
https://digscholarship.unco.edu/dissertations/782