Reflection in Teaching and Learning: A Critical Review of Technology-Enabled Approaches in Student Teacher Development
Overview
This paper critically reviews two journal articles examining reflection in teaching and learning, specifically focusing on the role of emerging technologies in supporting reflective practice. It analyzes Baporikar (2016) and Walshe and Driver (2019) to discuss how technological platforms, particularly 360-degree video, can enhance student teacher reflection and self-efficacy while acknowledging the limitations of traditional video-based approaches.
What this literature review covers
- Introduction and context on reflection as an emerging pedagogical theme
- Analysis of Baporikar (2016) on technological integration and video self-reflection limitations
- Analysis of Walshe and Driver (2019) on 360-degree video and immersive learning experiences
- Glossary of key terms including reflection, technology, and 360-degree video
- Summary of findings section (incomplete)
Preview
Faculty of Health, Education, Medicine, and Social Care
School of Education and Social Care
BA in Primary Education Studies
Primary Pedagogy 1: Trimester 2
A critical review of two journal articles and evidence of note-taking
SID NUMBER: 2007500
WORD COUNT FOR JOURNAL ENQUIRY: 1684
Academic Year 2020/2021
THE JOURNAL ENQUIRY:
Abstract:
Reflection in teaching and learning is a rapidly emerging theme and practice. It has gained much attention recently, where it provides learners and teachers with the opportunity to get an overall purview of the learning process and activities. It is a more liberal and democratic approach to elicit both internal and external stimuli. Reflects in learning are modern and can be technology-driven. For instance, learning reflections are designed and implemented via video-enabled platforms. This paper discusses reflection in learning, where two articles, one by Baporikar (2016) and another by Walshe and Driver (2019), in reflectional learning. The two articles are centric to the argument in this paper. Learning has assumed a paradigm shift with emerging technologies where technological and web-based platforms disrupt the traditional learning and teaching process. The use of technological instruments should guarantee increase efficiency, effectiveness, and predictability in the learning process. Baporikar (2016) highlights the valuable contribution gained from appropriate technological integration to learning, including strengthening reflection as art and a learning component.
Video self-reflections constitute a self-development tool for student teachers, but their value is limited because videos provide only one perspective of the classroom. Walshe and Driver's (2019) study project involving 360-degree video highlights how such video can support student teacher reflection.