ABSTRACT
Video-recording has been standard practice in learning research for upwards of two decades. This chapter presents a series of three case studies drawn from two educational research projects that deployed wearable cameras, followed by a brief discussion of the merits of first-person-perspective video in addressing research questions. The case studies demonstrate how first-person-perspective video from wearable cameras contributes uniquely valuable data in ways that address the concerns cited in the literature. First, from a study of everyday family practices related to science epistemology, is a case of capturing an intimate look at the physicality of a parent/child interaction. Second, from a study of classroom teacher practices, is a case of witnessing small recipient-designed gestures between a student and a teacher. Third, from the same study of teacher practices, is a case of seeing previously undetected work on the part of a teacher as he stands in the front of the classroom.
