Variables predicting video development process in teacher training

Abstract

For pre‐service teachers, it is very important to use digital technology effectively and productively during their teacher training and in the educational institutions that they will work in the future. In this context, video development process is an effective learning environment in improving digital skills of students and acquisition of new skills by them. The present study aimed to determine the factors that predict the use of video development activity in instruction process. Freshmen pre‐service teachers attending different departments participated into the study. During a three‐week application period, students developed videos on subjects related to social responsibility. In the study, which was patterned as a single group experimental design, video development score was determined as the predicted variable while emotion, motivation, personal innovativeness, and self‐efficacy beliefs on educational internet use were determined as predicting variables. In the present study, multivariate regression analysis findings demonstrated that, among these predicting variables, only the emotion variable was a significant predictor of the video development score