ABSTRACT

Researchers in the learning sciences have acquired great sophistication in the use of video recordings as ways of understanding instructional interactions. Conference and lecture presentations on instructional processes are now typically grounded on the analysis of authentic video material. For example, at the 2002 meeting of the American Educational Research Association (AERA), there were 44 scientific panels and symposia that relied on analysis of classroom video. Video is also used in teacher training programs (Derry, in press; Pea, 1999) and materials illustrating proposed nationwide educational standards (Daro, Hampton, & Reznick, 2004). The field also enjoys a great range of high-quality tools for the analysis of video interactions. Systems such as N-Vivo (https://www.qrsinternational.com" xmlns:xlink="https://www.w3.org/1999/xlink">www.qrsinternational.com), DIVER, TransAna (https://www.transana.org" xmlns:xlink="https://www.w3.org/1999/xlink">www.transana.org), ATLAS.ti (https://www.atlasti.com" xmlns:xlink="https://www.w3.org/1999/xlink">www.atlasti.com), Elan (https://www.mpi.nl/tools/elan.html" xmlns:xlink="https://www.w3.org/1999/xlink">www.mpi.nl/tools/elan.html), MacShapa (Sanderson & Fisher, 1994), CLAN (childes.psy.cmu.edu), VideoNoter/C-Video (Roschelle, Pea, & Trigg, 1990), Ethnograph (https://www.qualisresearch.com" xmlns:xlink="https://www.w3.org/1999/xlink">www.qualisresearch.com), Anvil (https://www.dfki.de/~kipp" xmlns:xlink="https://www.w3.org/1999/xlink">www.dfki.de/~kipp), Orion, aka Constellations (<https://merlin.alt.ed.nyu.edu>; Goldman, this volume; Goldman-Segall & Riecken, 1989), ePresence (Baecker, Fono, & Wolf, this volume), Informedia (Wactlar, Christel, Gong, & Hauptmann, 1999), and VideoPaper (Beardsley, Cogan-Drew, & Olivero, this volume) are allowing researchers to produce large quantities of well-analyzed video interactions.