2020/07/09 by Karl W. Kosko, Richard E. Ferdig, Maryam Zolfaghari · 2 citations
Social Sciences · #Education and Technology Integration #Educational Environments and Student Outcomes #Mathematics Education and Teaching Techniques
paper · doi:10.1177/0022487120939544
crossref issued 2020/07/09 · crossref published 2020/07/09 · crossref published-online 2020/07/09 · openalex publication_date 2020/07/09 · crossref created 2020/07/10 · crossref published-print 2021/05/01 · openalex created_date 2025/10/10 · crossref deposited 2026/05/01 · crossref indexed 2026/07/29 · openalex updated_date 2026/07/30
Use of video as a representation of practice in teacher education is commonplace. The current study explored the use of a new format (360 video) in the context of preservice teachers’ professional noticing. Findings suggest that preservice teachers viewing 360 videos attended to more student actions than their peers viewing standard video. In addition, using a virtual reality headset to view the 360 videos led to different patterns in where preservice teachers looked in the recorded classroom, and to increased specificity of mathematics content from the scenario. Thus, findings and results support the use of 360 video in teacher education to facilitate teacher noticing. However, future research is needed to further explore this novel technology.