EARLY INVESTMENTS INITIATIAVE

GORDON, RACHEL A.; BATES, JULIA

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https://hdl.handle.net/2142/110111 Copy

Description

Title

EARLY INVESTMENTS INITIATIAVE

Author(s)

• GORDON, RACHEL A.
• BATES, JULIA

Issue Date

2018-07-26

Keyword(s)

childhood, policy, preschool, education, classrooms, technology, care, initiative

Abstract

Using 21st-century cameras to gather full-day/full-week streams of video in preschool classrooms with minimal disruption. JULY 26, 2018 RACHEL A. GORDON. JULIA BATES As part of the Early Investments Initiative at the University of Illinois’ Institute of Government and Public Affairs (IGPA), we piloted 21st-century video technology as an alternative to more traditional videotaping approaches. We collected full-day video streams by combining panoramic classroom recordings with closeup teacher focused recordings. This camera arrangement allowed us to approximate what classroom observers would see when seated in a classroom or an observation booth. The setup also allowed us to gather video across entire days and weeks in a feasible manner, because the equipment did not require a staff person to remain present in the classroom. In conducting this study, we were interested in questions such as: Was this process logistically and economically feasible relative to traditional methods, such as using a handheld camera? Did the presence of camera equipment and microphones lead to only minor distractions and disruptions to students and teachers? Did the technology work consistently, with few technical problems and recordings that were crisp and clear? If these questions could be answered convincingly, we anticipated that our approach could help answer important questions about classroom observations where the presence of a person is limiting, including about inter-rater reliability and about fluctuations within and across days. We see many future exciting directions for using multiple cameras and microphones that can record full days and weeks in early childhood classrooms, providing deeper insights into variability of experiences, activities, and practices than can be obtained by a single visitor or a handheld camera. We hope that our sharing our experiences using new technologies in early childhood classrooms encourages others to explore some of this potential.

Publisher

Institute of Government & Public Affairs

Type of Resource

text

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http://hdl.handle.net/2142/110111

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