Video in the classroom..

Using video in the classroom is the up and coming method of teaching.  Although it would be a time consuming endeavor, the information and skills the students would learn would be highly beneficial.   The teacher using the video as a project must be willing to give up a class or two to explain the software, how to use it, and how to edit it.  Class time would also be necessary for planning, if in a group setting, and the viewing of the product. 


If the teacher is willing to undergo such a task, the students will learn 'beaucoup'! While using the project to teach or reinforce a concept from the classroom, the students will simultaneously be working on their people skills (including communication and compromise), their technology skills, and their content area skills. 


I have used video in various ways in my classroom.  For example, my French 3 students learn Reflexive Verbs (ie verbs you do to yourself - ex. Brush your teeth, wash your hair).  To communicate with me that they understand the topic, each student must create their own product and create an infomercial for it.  They are provided with a rubric of the necessary phrases and class time for script writing - to ensure that they are using their own knowledge and not merely online translators.  Each info-mercial must be an original product and must be within a certain time limit. The students ask questions and answer them in order to 'sell' their product.  
Due to the unstable technology provided by the school, I emphasize the creation of a video or podcast, but also provide the option of live presentations. This allows me to meet the various standards depending on how the individual works. We will have a couple days for the viewing of these commercials, as there are nearly 30 students in the class.  The outcomes are usually impressive, as the students take pride in their work (and in wanting an A). As with doing any technology based project, there are multiple challenges that present themselves.  For one, the students need to be able to use and provide their own equipment.  The class time set aside was mostly used for script writing, and for reviewing the methods of presentation. The presentation day always proves to be interesting, as various methods were used, it is necessary to know which technology is needed for each presenter.


The students are excited to share their videos! They like the idea of creating something for the others to see.  The challenge of presenting in a foreign language adds to the stress level, but they are looking forward to it none the less.

Look Out Ron Howard!: the Making of a PSA

The prompt: to create a short PSA using Windows Media Maker

The result: an entertaining video about caffeine awareness and newfound knowledge of the software.

At first the project seemed to be daunting: how were we supposed to create an idea, film, and edit within 1.25 class periods?  However, once the project was under way and our ideas were solidified, it became a sort of fun challenge to create the film.  It is amazing how much work and effort goes into a 1 minute video! Normally, the hardest part of creating a project is coming up with an idea. Once that is completed, the ideas often flow more easily.  Coming up with an idea that could be related to everyone in the class was easy: time management.  Everyone is trying to juggle personal and professional lives as well as their continued education.  What is thing people use to keep them charged during the frantically busy day? Caffeine.  

Since this situation holds true to all of our hearts, there could not be a way for us to say that caffeine is bad and should not be used.  That would be hypocritical of us.  However, the more we discussed and researched statistics, we found some startling information regarding the topic.  Therefore, we simply wanted to make others aware of it: both its benefits and its harmfulness.

Once our general idea was created, coming up with the details proved to be a little more difficult.  Although the 3 of us worked well as a group, we were unsure of where we wanted the final result to go (in the beginning).  This led to a lot of discussion, but quickly led to a rough story board.  Once the pieces of the video were set (a sort of outline), the pieces and details fell into place.  By the end of the first class, each group member knew what their "homework" was.  By dividing the tasks (ie music, statistics, props, etc) and having them prepared for the following week, we granted ourselves more time for filming and editing.  The Emerald City was within reach and we knew how to follow the Yellow Brick Road to get to it!

Because of the advance preparation, we had the same vision and we knew what needed to be done to acquire it.  Each member fell into their role beautifully, whether it was as actress, videographer, or director.  Following the filming, the editing process also fell into place.  We continued to thrive as a group, ensuring that each person had their turn to learn the program and to "make it happen." I do not feel our communication skills could have been better in that we had a final goal in mind and knew teamwork was essential.
At the end of a very long night, the audio would not import into the the video.  It then became divide and conquer, as we each tried to call people or search online how to make this work.  Again, each one knew exactly how group work needs to function.  I feel (and hope my team agrees) that this was truly a group effort and that all talents and abilities were used. 

Educause - Chpt. 7

According to Robert Kvavik, today's Net-Geners take technology for granted.  This statement clearly summarizes the way in which the students learn.  They are so used to being able to look words or numbers up on the internet, they do not even know (or see the need to) use a dictionary or a phone book.  The article also stated that students rely so heavily on the computer and the information provided (both in ease and quick availability) that the answer is accepted whether or not it is correct. Often times unreliable sources are used, which puts the discovered information into question.
The results of the survey are not surprising.  The use of electronic devices are mainly for finding information se forward by the professor, word processing, or communicating with others (email/ IM/ Facebook)  It was interesting to see that the students still rely on the professor for the information, and prefer to have a class in which technology is used (and used well) but is used only as a supplement to the information provided by the professor.   Questions that could have been included are: What are the worst ways in which a professor uses technology? How does technology affect motivation? Will technology eventually out-do traditional teaching methods?

Teach the student, not the subject.

Technology is all around us.  It can be as simple as using a calculator to aid in a problem, or as complex as creating a podcast or a webpage.  The constantly changing technology teaches a student to think interdisciplinary and to essentially learn how to learn.  It is apparent that one will not remember all of the information taught, but will remember the process and ability to analyze.  Teach a man to fish and he will be fed for a lifetime, right? It was interesting to have the necessity of technology in all levels pointed out.  Middle school (and even High School) teachers can employ high levels of technology and challenges, but they are seemingly put to waste if the intricacies are not practiced in higher education.  Technology can often be viewed as an end- as the ultimate goal.  Having the author state that "Technology. is a tool to learning rather than an end itself," and that the teacher remains the scholar on the subject (even though the student is more technologically advanced) forces one to realize that the experience of human interaction will never be replaced by technology, only enhanced.  Although technology is an excellent tool to teach subjects, the focus should be for it to teach students. 

Technology is all around us.  It can be as simple as using a calculator to aid in a problem, or as complex as creating a podcast or a webpage.  The constantly changing technology teaches a student to think interdisciplinary and to essentially learn how to learn.  It is apparent that one will not remember all of the information taught, but will remember the process and ability to analyze.  Teach a man to fish and he will be fed for a lifetime, right? It was interesting to have the necessity of technology in all levels pointed out.  Middle school (and even High School) teachers can employ high levels of technology and challenges, but they are seemingly put to waste if the intricacies are not practiced in higher education.  Technology can often be viewed as an end- as the ultimate goal.  Having the author state that "Technology. is a tool to learning rather than an end itself," and that the teacher remains the scholar on the subject (even though the student is more technologically advanced) forces one to realize that the experience of human interaction will never be replaced by technology, only enhanced.  Although technology is an excellent tool to teach subjects, the focus should be for it to teach students. 

Copy that?

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1. Discuss copyright for teachers. What surprised you? What ways have you observed copyright laws being violated in schools (no names, please, just examples)? How about out of schools? Is it your job to teach copyright respect to your students? How will you do this? 

Copyright is a tricky subject to analyze.  As an educator, there is just not enough time in the day to create all material from scratch...nor would it be necessary.  Why fix something that isn't broken...or recreate the wheel.  However, when doing this, one has to be careful that material is not protected by copyright laws.  It is a quick fix to copy from a workbook or to use a powerpoint already created.  Teaching is the art of sharing what you know with others, so in a sense sharing with other teachers can just be observed as part of the job.   One must simply be careful of the amount copied and the reasons it is to be used and ensure they fall under the 'fair use' category.  The readings provided were very informative in regards to the laws and their exceptions.  Did you know that items such as architecture, maps and the yellow pages of the phone book are protected by copyright? It is interesting to think that everyday items such as that are not allowed to be reproduced (under the provisions set forth by the law).  It was also interesting to learn the reasons behind copyright laws-> They are not merely to protect the individual and their work, but also to promote science and the arts by forcing people to create their own ideas and thus advance their area of specialtise.  There is a fine line in which one must walk in order to determine if/how much of something is able to be used.  One of the authors stated the amount of time in which an item is protected keeps increasing in order to keep Walt Disney out of the public domain.  It is mindboggling to think that there is such an organization that has enough power to effect the laws for almost every other piece of creation.  Is this a case that will ever be concluded?
A teacher needs to explain to students the results of cheating and stealing and how they relate to the lives of the students - whether it is copying homework or cheating off of a test.