Using Computer-Based Video Analysis for Virtual Field Work in a Fully Online Teacher Education Program

Concurrent Session 7

Brief Abstract

Integration of computer-based video analysis as virtual field hours with the intent of promoting instructional decision-making deeply rooted in assessment data for a full online early childhood education program. 

Presenters

Dr. Adelman is a faculty member in Early Childhood Education at Florida International University. She received her doctorate in Special Education from the University of Miami and her areas of specialization include: early childhood special education, child development, culturally responsive instruction, educational technology, teacher training, academic programming, classroom management, and emotional intelligence. Dr. Adelman has been involved in intervention and efficacy research projects within early childhood, particularly with low-income populations and those with various diverse backgrounds, since her academic career began. Prior to teaching, Dr. Adelman served as a language-stimulation therapist therapist for Head Start students through a grant funded project, Early Discovery, out of the Mailman Center for Child Development. Years later, Dr. Adelman was a key researcher in a University of Miami team that examined the efficacy of the Early Discovery program, which was recently published. Dr. Adelman worked as a prekindergarten teacher for students with special needs for three years; the population contained several students from low-income backgrounds and diverse races and ethnicities. During her doctoral career, Dr. Adelman worked on several projects involving research and/or teacher training for young students with various exceptionalities, diverse backgrounds, and who came from low-income areas. Dr. Adelman conducted a study comparing read-aloud strategies used in Head Start centers with those used in private learning learning centers, which was a published article. Following the research, all participating teachers were trained in best-practices for developing student vocabulary during real-alouds. Dr. Adelman developed a professional development program to train teachers in the language-behavior connection in a newly converted learning center, Thena Crowder, which housed a Head Start and a prekindergarten ESE program. Teachers had expressed concerns with behavioral management skills and were trained to help increase language skills in order to reduce behavioral challenges. Dr. Adelman also developed a professional development program to improve the cultural competence and use of culturally-responsive practices for undergraduate preservice teachers.
Daniela Fenu Foerch holds a doctoral degree from Barry University in Curriculum and Instruction with a concentration in Early Childhood Education. She is a permanent faculty member of the Department of Teaching and Learning at Florida International University, Miami, Florida, where she teaches courses to prepare and mentor teacher candidates to work with diverse young children and their families. Her passion for teaching and learning was recognized with several teaching awards for her outstanding online teaching practice. Daniela belongs to two learning communities in Miami: the Faculty Learning Community at FIU and the Visible Thinking South Florida. Daniela attended Project Zero Classroom as a fellow in the summer 2013. Daniela currently conducts research with teachers in preschools classrooms to nurture global competence in young children.

Extended Abstract

This presentation will discuss a computer-based, targeted video analysis for the intent of facilitating instructional decision-making deeply rooted in assessment data. Research and educational stakeholders assert that instructional decision-making fails to be data-based - and teachers are not intentionally focusing their lessons based on student individual needs. In our fully online early childhood education program, one of our primary goals is to provide opportunities for teachers to apply their content knowledge in real-world educational settings; the current computer-based video analysis fosters this application through pragmatic online experiences. The video analysis approach will be discussed, in addition to the pedagogical benefits as measured through student data.