Selection and use of instructional videos by secondary teachers: knowledge and context

Abstract

Due partly to the rise of streaming platforms like YouTube and the accessibility of desktop video editing, instructional videos form an increasingly popular and important part of education at all levels. Despite this, there is very little known about how teachers select and use these videos in mainstream secondary contexts. Using a multiple case study method this thesis reports on the selection and use of instructional videos by nine Victorian secondary teachers. It focuses specifically on the role of teacher knowledge and the influence of contextual factors in this process.