My family and a lot of dear friends live far away from us, so the aim of this video was to connect with them. By recording my son's first soccer match they got to share his enthusiasm and mine. My son helped me make the video. He helped me edit (choose the footage to be used), add music (it's his favourite song), and add the text (we wrote this together). I filmed it from my mobile phone, and then once uploaded onto my iMac, I created the actual clip using iMovie. My son is five, he is the one skipping around the field.
So that my family and friends could access the video easily, I uploaded it onto my Facebook profile. Click on the link and you will see the short video.
Think out of the box - how can teachers use video to create, present, communicate, summarize, evaluate?
I had an idea, one that would involve whole class learning experiences in mini group tasks. It would also involve certain year levels, but the learning outcomes would affect the whole school community. Slightly ambitious, but here I go, picture this;
A school is going to have a Sports Carnival. Using video, the year seven classes would be in charge of making a documentary covering "behind the scenes of the school's Sports Carnival". Before the Sports Carnival itself they would interview teachers and helpers to investigate what is involved in organizing the day.
On the day itself, when the students are not actually partaking in events, they would takes turns being responsible for filming events and interviewing teachers, students and parents on the day, making sure to focus on all the jobs and organizaton that goes into the Sports Carnival. They would then edit, add music and audio to communicate their findings by presenting the video to the whole school on assembly, the week following the Sports Carnival.
The year six classes could be responsible for creating an advertising campaign to boost the whole school's morale and participation leading up to the day. This would include posters, flyers, and a video communicating what the day is about. Students would be encouraged to make their advertising material persuasive and exciting. The video in particular would be presented to the whole school at assembly prior to the day.
The year five classes could make a video acting as TV reporters summarizing and evaluating the Sports Carnival day itself, from a spectators point of view. Students would interview other students through photographing and audio recording methods. They could also borrow video footage from the year sevens. The final result, being a video (DVD), would then be viewed by individual class groups at their teacher's leisure. It would also be viewed by all teachers at a staff meeting. This would provide opportunities for students, in a class environment, to reflect on the day itself. It would also provide the teachers and the school community with feedback, so they can evaluate how successful the Sports Carnival was, and what areas can be improved on.
The aims being to;
1.) Encourage more students to "have a go" and participate in school sporting events.
2.) Engaging students in persuasive writing/communication.
3.) Engaging students in investigative writing/communication.
4.) Having students reflect on their learning.
5.) Teachers can evaluate students learning.
6.) Teachers can evaluate their teaching.
7.) Schools can evaluate the effectiveness of the Sports Carnival.
I'm sure there could be more aims and outcomes. Can you suggest any?
The use of digital video in schools is varied, however in general it is used for the same purposes. These being to communicate, observe and analyse, and reflect in learning, both from the students’ perspective and from the teacher’s. The use of digital video or movie making must be used effectively to support student’s learning. That is to say, the learning must be the focus; simply playing with videoing equipment does not constitute learning that is higher order, metacognitive or real life (Kearney & Shuck, 2006.)
With this in mind, video used effectively in learning experiences, really does provide a way of engaging students to be involved in the learning journey and in using ITC, again sticking to the principals of the pedagogies and theories previously examined and reiterated upon (Berkowitz et al, 2001. Kearsley & Shneiderman, 1999. Mishra & Koehler, 2006. Siemens, 2005.)
References:
Berkowitz. B., Eisenberg. M., & Johnson. D. (2001). The Big 6 - Information & Technology Skills for Student Achievement: Skills Overview. Accessed July 22, 2010 from http://www.big6.com/2001/11/19/a-big6™-skills-overview/
Kearsley, G. & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Accessed July 22, 2010 from http://home.sprynet.com/%7Egkearsley/engage.htm
Kearney & Shuck. (2006). Students in the Director’s Seat: Teaching and Learning across the School Curriculum with student-generated video. Accesses August 13, 2010 from http://www.ed-dev.uts.edu.au/teachered/research/dvproject/pdfs/ReportWeb.pdf
Mishra, P. & Koehler, M. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Accessed July 22, 2010 from http://site.aace.org/pubs/sigs/sig-Mishra-Koehler-TCR.pdf
Siemens. (2005). Connectivism: A Learning Theory for the Digital Age. Accessed July 22, 2010 from http://www.elearnspace.org/Articles/connectivism.htm
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