Week 6 Embedded Task 5

The Use of Video as a Pedagogical Tool

This week I have taken this opportunity to further investigate the use of video as a digital educational tool. The use of videos as an innovative teaching tool is becoming more common with educators using technology as a learning medium which allows students to create their own knowledge representation with learning efficacy being supported and enhanced throughout the process. Also due to the ease of access to equipment, teachers will find little difficulty in implementing video projects in classrooms for students learning. Video has pedagogical strength as it can provide instruction through sound, motion, and visuals and can be highly engaging as students are fascinated by video media and are familiar with the symbol systems. Those who produce a media product will experience the process of media production involving analysis, evaluation and reflection, with the creation usually being socially constructed and circulated. There are a variety of educational uses beyond the delivery of lecture content such as student reflective videos and the creation of subject specific play-lists available to anyone anywhere from non for profit providers such as Kahn Academy. This is particularly beneficial to for people in developing and developed countries who want an education but potentially are unable to gain access or afford it. All of these possibilities allow for very flexible delivery to smart-phones and tablet computers as well as the more traditional desktop PCs and laptops at a time that is convenient to the consumer.

As an Information Technology and Design teacher I can see many opportunities for the use of videos in my classroom such as YouTube links to safe operating procedures for machinery to skills demonstrations. In relation to the SAMR model it can be seen that this digital instrument satisfies the requirements through each level through to redefinition. At the Substitution level my students would be able to access information on the internet regarding the correct and safe use for example of a pedestal drill. At the Augmentation level students can use a word processing application or document to produce some signs or lists using spell check, clip art, graphics and images to enhance their props. At the Modification level the use of video creation allows for the students to really cement their learning by becoming experts on the topic and having to present it on video. Finally at the Redefinition level the ability to create a new task and take more time at home to research and produce the activity allows for better observation of connections of ideas and concepts. Also during the creation of the video the ability to collaboratively work with their peers locally lets the students gain different perspectives, evaluate and synthsise the information which in regards to blooms taxonomy, are all activities that display and promote higher order thinking.

My Video Example:
http://goanimate.com/videos/07EjAo3cyPyQ