ABSTRACT
Learner-generated digital video (DV) projects are widely used in school classrooms to support or modify pedagogy and curriculum outcomes (Bull & Bell, 2010). The popularity of these tasks has been inspired by a burgeoning choice of easy-to-use, accessible digital cameras and editing facilities, with expanding possibilities for seamless creation and online dissemination of video products. DV tasks can enhance a wide range of learning outcomes, from the development of traditional and new literacy skills to affective benefits. They can support a rich, authentic learning experience that encourages student autonomy and ownership, and meaningful student roles and interactions, especially when students are given an opportunity to discuss and celebrate their products with a relevant audience (Schuck & Kearney, 2006). However, the use of DV projects in the context of initial teacher education is under-theorised and has typically focused on the analysis of classroom-based footage of teaching practices (Yerrick, Thompson, McLaughlin & MacDonald, 2011).
