This article adds to the literature on video-aided professional development for teachers by presenting a schema-based framework for analyzing teachers' video-aided reflection on their own teaching. Qualitative analysis of two novice teachers' video-enhanced reflection was used to demonstrate how the framework could be used. Results emphasized the…

In a graduate education course geared toward developing reflective teaching practice in in-service teachers, backchannels, in the form of chat rooms, were employed in small groups to facilitate peer feedback during viewings of video recorded instruction. This study examined the nature and quality of peer feedback exchanged in the digital medium…

Technology continues to shift the definition of what it means to be literate. As literacy educators in teacher preparation programs, we must consider how emerging and mobile technology may be used within coursework to not only create multiple ways to conceptualize teaching 21st century literacy, but also as a professional imperative. This article…