Methods to transcribe and represent classroom video data are central to studying teaching and learning in classrooms. However, current methods focus on encoding and representing data over time, not space. In this paper, we demonstrate the value of a new methodological approach called interaction geography to transcribe and interactively visualize classroom video data over space and time. We use interaction geography to illustrate classroom participation patterns in two case
studies from teacher education research that, until now, have been challenging to see. Findings characterize strengths, limitations, and next steps to expand interaction geography in classroom research and suggest new questions to consider when encoding and representing classroom research data over space and time.
This is an Accepted Manuscript of an article published by Taylor & Francis in the Journal of Research on Technology in Education, available online at: Shapiro, B.R., & Garner, B. (2021). Classroom Interaction Geography: Visualizing Space & Time in Classroom Interaction, Journal of Research on Technology in Education, DOI: https://doi.org/10.1080/15391523.2021.1927265
Available for download on Friday, December 23, 2022