A socio-constructivist theory, Vygotsky’s Zone of Proximal Development (ZPD), can be readily applied to the guidance received through screencasting feedback provided by instructors.  The theory contends that knowledge is generated through social and cultural interaction with others (Shabani et al., 2010).  Learning is an active process; knowledge is constructed through personal experiences and relationships, and social interaction with more skilled people is the driving force of learning in which new ideas and strategies can be learned (Vygotsky, 1978; Shabani et al., 2010).  When applied to student development, the actual level and the potential for where the student may continue to grow can be supported by other knowledgeable people, be it peers or adults (Vygotsky, 1978; Shabani et al., 2010).  

Self-regulated learning (SRL) is a conceptual framework which provides information about how students learn through cognitive, emotional and motivational means towards development (Panadero, 2017).  Zimmerman’s SRL approach is from a socio-constructivist viewpoint, focusing on the interaction between the student and others to achieve greater heights in learning through observation and interaction (Panadero, 2017).  Using Zimmerman’s cyclical phase model (2000), the ability of a learner to self-regulate improves as feedback can generate strategic changes for future work (Panadero & Alonso-Tapia, 2014).  

Puentedura’s SAMR model is a framework that was originally developed in 2006 to aid the quality of education in the state of Maine to determine how technology is applied in classroom settings (Romrell et al., 2014). The SAMR model presents four classifications of integration strategies by creating layers identifying how the implementation will be employed and what impact it has on instruction (Terada, 2020; Romrell et al., 2014).  This model will be used to reflect on the opportunities screencasting feedback has to offer.  

The enhancement levels of integration result the least amount of change, but can significantly improve the learning process by using technology in lieu of traditional methods.  The bottom layer in the hierarchy, and thus the simplest strategy of technology application, is called substitution.  This is where screencasting is used in place of traditional written or oral feedback methods, which through the research conducted in this study, may or may not prove to be the current practice.  Substitution means that the screencasting is used “in place of” the other traditional methods with no other changes made to the practice of feedback.  However, augmentation, or "functional improvement" is probably a more accurate level placement of the screencasting method, as screencasts have the potential to significantly improve the learning process.  Students can receive the feedback within the classroom while using earbuds or headphones, reducing distractions, as well as providing the ability to play and replay feedback for improvements that could be applied right away. 

The higher levels of the SAMR hierarchy are considered transformative practices of technology integration.  This involves the application of technology for significant modification of existing practices, which can be sought to redesign the task at hand (Puentedura, 2013).  If teachers employed screencasting as a tool for providing students with feedback during the work phase of digital production, the students would be able to take action and apply suggested changes prior to submission for a final evaluation.  This practice would require teachers to allow consideration and revisions to be made by students during the production phase of digital content.  In doing so this may require teachers to modify their approach to curriculum in order to include the digital work production cycle as part of the timeline.  .  At the highest level of technology application within the SAMR model, the level of redefinition could easily be obtained if it were desired.  For example, screencasts could become a method of conversation, allowing students and teachers to connect more frequently as a tool to maintain constant communication to establish deeper, more meaningful connections with instructors and their expectations.  It could also be used for peer feedback, empowering students to connect with each other, learning from their strengths and weaknesses and furthering the learning through the ZPD.