Embedded Task 3

 

 

This week in my Digital Pedagogies tutorial we discussed digital media, specifically audio, images and videos. Digital media allows teachers boundless ways to teach content whilst catering for a diverse range of students needs. From a student perspective, digital media allows them to create, become self learners and obtain skills which aids them in becoming 21st century learners. For the purpose of this blog I have chosen to discuss videos.

This week in my Digital Pedagogies tutorial we discussed digital media, specifically audio, images and videos.  Videos provide an opportunity for information to be communicated in a digital format.

 

One example of how videos can be used in the classroom is for teachers to present information visually rather than students reading a text and taking notes. The video below can be used in teaching a history lesson on Christopher Columbus. This video can be accessed on any device through YouTube. A range of other resources for teacher videos can be accessed at Teachertube, iTunes U, Khan Acaademy, Scootle and Vimeo.

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Teachers can also use videos within the classroom by allowing students to create their own video using a range of programs such as iMovie, Movie Maker, YouTube editor or on the video feature in mobiles. For example, a Year 12 Geography class could create a movie on their field trip - inserting videos, pictures and audio on their findings.

 

 

This Year 12 Geography class task can be created using the SAMR model. Catering for all four levels, teachers are able to create a task which allows students to use video technology. At the substitution level, a list of resources can be developed, and uploaded to the class wiki, which deliver relevant information. Students can then access this information at home. At a argumentation level a quiz, made on a slideshow, could be developed which tested if the information from the videos was retained. At the modification level,  students could create a movie, using one of the programs mentioned above, to generate their hypothesis about the field report findings. At the final level of redefinition, students can capture their field report on video. The task has now be redefined as students no longer have to use text to report their findings - it can be captured as they work. Students can then submit their field report to their class wiki where the teacher can provide feedback. Also, by uploading it to the class wiki, expert geographers can provide professional feedback and suggestions.

 

Videos can be used for a variety of reasons in the classroom. Videos allow students to continue to develop their technological abilities and ensure higher order thinking through engagement in the classroom.