College of Education (CoE) Publications
ORCID
Bondurant: https://orcid.org/0000-0001-8069-2382
Abstract
How often do you use video conferencing platforms (VCPs) to self-record your online teaching so you can reflect on your practice afterward? How often do you encourage the teachers you work with, whether preservice or in-service, to self-record their online teaching using VCPs? Mathematics teacher educators (MTEs) and the teachers they support can use self-recorded teaching videos to reflect on, set goals, and improve their instructional practices. Building on van Es and colleagues (2015), we explored how VCPs, like Zoom, can extend the benefits of self-captured video. van Es and colleagues discussed key considerations for effective self-recording that we argue are still relevant when using VCPs, including camera positioning, video length, and task specification. Reflecting on our practice, we found that VCP-specific features offer additional opportunities to self-reflect and promote more meaningful online classroom interactions. These features may enhance self-recorded videos and help educators analyze details about their moves, student participation, and mathematical discourse. We highlight how MTEs could strategically use VCPs, a conveyance technology (Dick & Hollebrands, 2011), to optimize the usefulness of self-recorded online teaching videos by discussing potential affordances and constraints of key Zoom features. Before recording, educators must inform students and obtain their permission.
Publisher
Association of Mathematics Teacher Educators
Publication Date
3-15-2025
College
College of Education
Department
Department of Teacher Education and Leadership
Disciplines
Education
Recommended Citation
Bondurant, L., & Sapkota, B. Self-recording teaching using video conferencing platforms: enhancing reflection and practice. Tech Talk. Association of Mathematics Teacher Educators. https://amte.net/tech-talk