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Video Pros and Cons July 20, 2014

This week in my Multimedia in Technology Applications class, we are exploring designing instruction with video.  Because video is not something I typically work with, I have been reflecting on the experience from two perspectives:  as a teacher and as an instructional technologist. Each point of view offers differing pros and cons considering how each would interact with the form of media.

Teacher:  Creating a video is time-consuming; it could take a full-day to create a five-minute lesson.  Few teachers can afford to spend that much preparation time for just five minutes of class time.  Sure, anything a teacher makes could be used repeatedly, but standards change every few years, so some videos may no longer be applicable requiring the teacher to create something new.  Do not assume that I avoid video in my lessons.  In actuality, I rely on them heavily.  The Internet is a vast goldmine of information in video form, and between my school resources such as United Streaming, free resources such as YouTube, and teacher-created content such as what is found on Teachers Pay Teachers, I really have had no reason to create my own video content.  However, now that I feel more comfortable with the form of media, I am entertaining other ways video could be used in the classroom other than direct teacher instruction.  That means, how would my students use it?  I’ve been a science teacher for the past three years, and much of what my students do is observation of before and after or collections of examples.  In laboratory investigations, we draw before and after pictures, then write down an explanation for what happened.  Why not achieve the same thing with video?  The students could take a five-second before shot, then an after shot of the same length, then a 30 second explanation.  They have actually saved themselves valuable class time while achieving the same objective.  Because I am moving into an ESL position next year, I have been considering uses for video with this high-need population.  Rarely do students notice their own progress over time, so what about filming short question-and-answer sessions or oral-reading exercises at specified time intervals, such as once a six weeks.  With each filming, show them what they have done before so they can view their own progress.  My point, teachers have other options other than just showing one or making one to show.  But beware when having students create their own videos; not all video editing software is the same.  I would not ask a 5th grader to use Adobe’s Premiere Pro, while an experienced high school or college student may need more functionality than what Window’s Movie Maker offers.

Instructional Technologist:  Because I see myself in an instructional technologist position in the near future, I wanted to consider why a tech-savvy teacher such as myself never creates video and how I could encourage such a teacher to embrace the media form.  Teachers often complain that the videos they find are close to what they need but either have too much unnecessary information or the video is produced for an audience unlike the teacher’s classroom composition.  Of course, teachers could create their own videos, but as already discussed, time is an issue.  But what if teachers had an easy way to collect relevant short clips together.  The vast availability of video editing software could allow the teacher to create a “mashup” of only the clips they need, add important information to support special needs or adjust for the audience, and otherwise customize unoriginal content for state standards.  I would also advise any teachers to understand copyright implications.  Creating a “mashup” of clips to show students is one thing, but uploading that video to Teachers Pay Teachers and selling it creates the need for permission and citation.  Even creating an original video portraying purchased paper-based resources will require credit to the publisher.  I would also encourage teachers to get the cameras into the hands of the students.  In addition to the ideas above, teachers could take student-created clips and edit them together into one video, or have the students edit just their section to be added to a larger work.  Or how about each student taking their own collection and creating a video portfolio at the end of the year.

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Initial Project Proposal: The Case for Digital Portfolios September 22, 2013

Filed under: CECS 5200 — S. Michele Holmes @ 3:11 am
Tags: , , , , ,

When I began my teaching career eight years ago, I quickly realized I would be learning as much, if not more, than my students.  The challenge of teaching information to others is less about the concepts and more about how to collect and organize the information to make it understandable to others.  Yet, the concepts are still learned and with a much deeper understanding.  As the years have passed, I have collected resources and created lessons and activities in digital form, and my own portfolio has become a very personal and valuable learning tool for me.  Digital portfolios can likewise be a valuable learning tool for students, and with the availability of technology and the ease with which information can be researched, the case for digital portfolios is clear.  Therefore, I would like to research the use of digital portfolios in the elementary classroom.  I would like to explore the advantages and disadvantages of using digital portfolios for instructional purposes, what technologies of instruction are available which can assist with the creation of digital portfolios, ways in which teachers can implement the creation of digital portfolios in the classroom, and the long-term educational implications of creating digital portfolios such as incorporating them into a resume.  I would like to use a form of instructional technology which could be utilized in the creation of digital portfolios such as Prezi or a website to present my findings.

 

 
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