Faculty of Health, Education, Medicine, and Social Care

Faculty of Health, Education, Medicine, and Social Care
School of Education and Social Care
BA in Primary Education Studies
Primary Pedagogy 1: Trimester 2
A critical review of two journal articles and evidence of note-taking
SID NUMBER: 2007500
WORD COUNT FOR JOURNAL ENQUIRY: 1684
Academic Year 2020/2021
THE JOURNAL ENQUIRY:
Abstract:
Reflection in teaching and learning is a rapidly emerging theme and practice. It has gained much attention recently, where it provides learners and teachers with the opportunity to get an overall purview of the learning process and activities. It is a more liberal and democratic approach to elicit both internal and external stimuli. Reflects in learning are modern and can be technology-driven. For instance, learning reflections are designed and implemented via video-enabled platforms. This paper discusses reflection in learning, where two articles, one by Baporikar (2016) and another by Walshe and Driver (2019), in reflectional learning. The two articles are centric to the argument in this paper. Learning has assumed a paradigm shift with emerging technologies where technological and web-based platforms disrupt the traditional learning and teaching process. The use of technological instruments should guarantee increase efficiency, effectiveness, and predictability in the learning process. Baporikar (2016) highlights the valuable contribution gained from appropriate technological integration to learning, including strengthening reflection as art and a learning component.
Video self-reflections constitute a self-development tool for student teachers, but their value is limited because videos provide only one perspective of the classroom. Walshe and Driver's (2019) study project involving 360-degree video highlights how such video can support student teacher reflection. Walshe and Driver's (2019) findings show immersive, embodied experience, marked by more nuanced microteaching practice understanding and leaner teachers' self-efficacy towards teaching. Walshe and Driver consider beneficial derivatives from projects such as 360-degree video, including creating a strongly learner-centred environment.
The two articles attempt to dissect the relevance of technology in reflection learning. Do emerging technologies have a bearing and importance in the reflective learning process? What are the downsides that accompany technology when doing reflection learning activities?
Glossary of Terms:
360-Degree Video: are videos act as personal field trips where instructors can transport their learners on a journey to a place such as space or deep of the that would otherwise be inaccessible to their class but using videos to gain almost real-life experience.
Class: Environment, space, or platforms where learning occurs
Educators: Educators are individuals who actively participate in learning issues, including education and policy development.
Learners: Are recipients of learning or education services
Practices: Traditions, or conventional behaviors, rules, and standards of oozing things.
Reflection: Embodies thinking and intention to learn from existing, current, or prior experience" to achieve better understanding and facilitate new learning experiences
Technology: refers to applying and adapting scientific knowledge for practical purposes, including adopting the latest communication and online classroom platforms anchored on web-based technologies.
A Summary of Findings
The three articles apply various methodologies to develop insights and compelling arguments regarding technology in teacher reflective practice. Boporikar (2016) also presents a holistic analysis of the emerging innovation and how technology integration enhances reflective teaching. The article is also a systematic literature review that draws insights from diverse sources to highlight the benefits of technology in reflective teaching. Walshe and Driver (2018) utilize an interpretive case study using interviews and the think-aloud protocol to assess how using 360-degree videos supported student and teacher reflection. Through the use of 360-degree video, individuals get a more nuanced perspective of micro-teaching. All these aspects are essential, as demonstrated by the findings from the articles.
First, the theme of reflective learning is common in modern learning. Reflection is considered the epicenter of learning (Baporikar, 2016, pp 14), where reflective teaching has contributed to a meaningful educational change over the years. Reflection is a pedagogical practice where learners think and articulate what has been learned. Reflection is considered a component of thinking and learning. It is a core concept of metacognition that is multifaceted and involves regulating cognitive processes such as self-regulated learning. What is often touted as a reflective approach is based on Dewey's (1933) work which considered reflective learnings as an active, consistent, and careful consideration of knowledge in the context of capacity to created advanced conclusions (Walshe and Driver,2019, pp 97). Emerging technologies, such as videos, are supporting the implementation of reflective learning. For instance, a 360-degree video supports students' reflection of their practice by supporting microteaching and self-efficacy. Learners can gain milestones in mastery experience, vicarious experience, social persuasions, and physiological (Walshe and Driver, 2019, pp 103). According to Baporikar (2016, pp 14), reflecting is relooking or reviewing to extract meanings for enhancing experiences. Reflective learning involves introspections that recreate emotions and experiences from the events. It connects new learning experiences and entails repackaging information into meaningful knowledge and skills or experience.
Learning improves due to reflection, which arises because the person senses incompatibility of factors within a situation and develops a response that further engages in and understands the situation, thereby constructing knowledge. The changes determine the cycle of reflecting and building knowledge as one finds satisfactory about a new case overall or by discovering new features that give the situation new meaning. Thus, reflection is essential in motivating instructors to explore new educational technologies or incompatible variables into teaching practices to limit incompatibility. The ability of teachers to reflect on pedagogical practice is a critical component of professional growth (Walsh...