Integration of Videos is a useful tool that more individuals in the education field are beginning to recognize. This tool is getting more attention because of the benefits it has in the classroom setting.
Integrating Videos can help manage class time. At times, educators may find a particular “hands on” activity that would benefit the student’s comprehension of the material being discussed in class. However, there is not enough allotted time to cover content and do the activity. Videos can help with this. A student can watch a content driven video prior to the class. Or, the video could explain the activity, so the students are ready to go when they enter the classroom. This could be very useful in a lab class that requires extensive explanations and procedures. If they watch a tutorial video on how to carry out the experiment, less class time will be spent talking about how to do the lab, and more time will be spent actually doing the lab, answering questions, and reflecting on the ideas and meanings behind the lab. However, there are a couple things that need to be taken in to consideration, when using a video as a supplement. Does a student have access to the video? Do they have internet, and a laptop, or computer, to view the video? If not, a teacher needs to provide time and ways to make that happen.
By integrating videos, creativity is inspired. A teacher is able to engage students in new and unique ways, which enables them to reach students that they might not have before. A teacher can use a video as a demonstration, they can personalize a lesson and make it more relatable to students they teach. Videos can be used as an introduction to draw students in to a lesson. Below are two very dramatic examples of introductions.
Integrating videos not only allows the teacher to be creative, but the students as well. Students can create their own videos to show their understanding of a unit, or as a part of a presentation. This encourage a student to reflect on the lessons, and then personalize the information. Again, there are limitations while using videos in this way. One, as before the student needs to have access to the right equipment, such as iPads, laptops, internet, and proper software. Another thing to keep in mind, is how easy it is to get sidetracked when creating a video. A student, and teacher, may waste time focusing on minor details, like picking out the right song to go along with the video.
Recorded lessons are made possible with the integration of videos. There are many different Apps that can be used as tools for this. We found one called Educreations, which acts as a whiteboard. This specific App is free of charge, but requires an account to be made to use it. An entire lesson could be recorded, or just key and or/difficult points that a student may struggle with. These lessons can be placed on an accessible site for both students and parents. This allows for students who are struggling with content to go back and review what was stated in class. It also allow their parents to watch the content, and maybe aid in the student’s comprehension of the material. Also, if a student is absent from school, the lesson is readily available to them. A brief tutorial on how to use Educreations can be found here.
The integration of video can be a highly valuable tool, in which we can apply at the Get Real! Science Camp. We were thinking on how the students can take the information they learn, and investigation and observations they preform and make it their own. We can encourage the students to take a lot of pictures during camp, and at the end of each day, do a video journal of what they did that day, and what they learned. At the end of camp, they can make their own video to show their experience at camp. If they would like, then can incorporate the video in to their presentations. Including them into their presentations, and sharing their videos, not only demonstrates their creativity, but encourages the students’ social skills.
For our purposes, recording videos will be easiest using the iPad. A good tutorial on the basics of using the iPad’s recording feature, including how to trim and share videos, can be found here.
If you are interested in integrating videos in your practice, then YouTube is your one-stop source (if you had not noticed quite a few YouTube videos have been used in this tutorial). There is a wealth of content already present on the site, and if you cannot find a video to fit your needs, YouTube comes with an easy to use video editor to allow you to create your own. This editor is also easy for students to pick up and use, especially for creating presentations or even vlogs.
It should be noted that video integration and its uses in inquiry-based learning is similar to any other form of literacy. Video is another format to share ideas and engage others within a common discourse. The content of the videos selected to be integrated, and the ways they are integrated, are key. Keep the following in mind when using videos:
- Does the video’s content supply a narrative that prompts critical thinking? (perhaps by addressing common misconceptions)
- Always ask, is this video necessary? How does it add to the lesson I am trying to give? Using a video for the sake of doing “something different” is not the way to go.
- You can ask students for feedback on the value videos provided to supplement your lessons.
- For video projects, try to provide a rubric that tries not to limit student creativity, but ensures that their work is indicative of their knowledge (provide guidance to avoid “all style, no substance” projects).
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Teaching video literacy for a media revolution. (2012, March 7).theguardian.com. Retrieved July 7, 2014, from http://www.theguardian.com/media-network/media-network-blog/2012/mar/07/teaching-video-literacy-media-revolution
The Flipped Classroom: Turning the Traditional Classroom on its Head. (n.d.).Flipped Classroom Comments. Retrieved July 6, 2014, from http://www.knewton.com/flipped-classroom/