Challenges of introducing video production tasks into the classroom

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• dc.contributor.author Shafirova, Liudmila
• dc.contributor.author Cassany, Daniel
• dc.date.accessioned 2024-04-17T10:26:19Z
• dc.date.embargoEnd info:eu-repo/date/embargoEnd/2025-05-12
• dc.date.issued 2023
• dc.description.abstract Though text formats still dominate in educational contexts, the use of student-produced videos in the classroom is gaining popularity. Here the authors analyse how high school teachers in Catalonia, Spain, implemented video production tasks in their classrooms and the various challenges they faced during the process. The main data collection methods were semi-structured interviews and an online questionnaire to which 1561 teachers responded. The challenges most often cited by teachers are a lack of technological resources, insufficient time to complete more complex video projects, and insufficient training of teachers. Teacher comments also point to concerns about how to make student-produced videos available to different audiences and an imperfect understanding of the ethical procedures. Among suggested solutions to these challenges are the promotion of video-sharing collaboration among teachers, the clear articulation of ethical norms for video production, and the allocation of more time in the school curriculum for video production.
• dc.description.sponsorship This research was supported by OralGrab. Grabar vídeos y audios para ensenyar y aprender (PID2022-141511NB-100, Ministry of Science and Innovation), DEFINERS: Digital language learning of language teachers (TED2021-129984A-I00, Ministry of Science and Innovation, Spain), Gr@el – Grup de recerca sobre aprenentatge i ensenyament de llengües (SGR471, AGAUR) and by National Funds through FCT – Fundação para a Ciência e a Tecnologia, I.P., under the project UIDB/00194/2020 (CIDTFF) and the Scientific Employment Stimulus – contract 2022.06443.CEECIND.
• dc.embargo.liftdate 2025-05-12
• dc.format.mimetype application/pdf
• dc.identifier.citation Shafirova L, Cassany D. Challenges of introducing video production tasks into the classroom. Technology, pedagogy and education. 2023;33(1):73-86. DOI: 10.1080/1475939X.2023.2271931
• dc.identifier.doi http://dx.doi.org/10.1080/1475939X.2023.2271931
• dc.identifier.issn 1747-5139
• dc.identifier.uri http://hdl.handle.net/10230/59806
• dc.language.iso eng
• dc.publisher Taylor & Francis
• dc.relation.ispartof Technology, pedagogy and education. 2023;33(1):73-86.
• dc.relation.projectID info:eu-repo/grantAgreement/ES/3PE/PID2022-141511NB-100
• dc.relation.projectID info:eu-repo/grantAgreement/ES/3PE/TED2021-129984A-I00
• dc.rights © This is an Accepted Manuscript of an article published by Taylor & Francis in Technology, pedagogy and education on 12 November 2023), available online: http://www.tandfonline.com/10.1080/1475939X.2023.2271931.
• dc.rights.accessRights info:eu-repo/semantics/embargoedAccess
• dc.subject.keyword Video production
• dc.subject.keyword digital innovation
• dc.subject.keyword collaborative learning
• dc.subject.keyword challenges in pedagogic innovation
• dc.subject.keyword video in the classroom
• dc.title Challenges of introducing video production tasks into the classroom
• dc.type info:eu-repo/semantics/article
• dc.type.version info:eu-repo/semantics/acceptedVersion