HANDHELD DIGITAL VIDEO CAMERAS AS A MEANS TO SUPPORT ENGINEERING INSTRUCTION

This paper describes the results of completed research on the way in which 36 teachers from 7 elementary schools in a school system used handheld digital video cameras to record and play back video segments to enhance engineering instruction within 24 3rd grade and 19 4th grade classrooms. Quantitative and qualitative research methods were utilized to examine teachers' experiences with and perspectives about the cameras. Teachers (and, at times, students) recorded video footage throughout the engineering design process. Footage, which was played back to students somewhat less often than it was recorded, included: interviews with students about design decisions; group discussions and interactions (e.g., during the planning, creation, or improvement phases of the engineering design process); and the testing process. The most significant challenge regarding the cameras was that it was often difficult for teachers to record with the camera and manage the other responsibilities of teaching simultaneously. Before and after teaching with the cameras, teachers were largely positive about their and their students' comfort with the cameras, and identified multiple instructional benefits of the cameras. Instruction was enhanced most especially by the ability that the cameras afforded to encourage students to provide good explanations and use evidence-based reasoning. The use of handheld digital video cameras during engineering instruction is strongly encouraged.