Image, Audio and Video: Uses in a classroom

So... having played with uploading and downloading images from and to the web, and attempting to create podcasts  and making 'movies' (did I enjoy this one too much?)

I have decided to use the SAMR model to analyse the use of digital video in the classroom.

Briefly though, I would mention a couple of examples of use for the other two tools first as they certainly deserve a mention.

Images - I do see much opportunity for students uploading images (where would they get the image if they have little to no access to a camera?) to Flickr.  Also my limited understanding is that images are public to the world (if they are not, why bother using flickr anyway when there are other ways to store images?) However the use of images is extremely important in a classroom. 

 

Students must be taught to analyse images and understand that not everyone will interpret the same image the same way.  Of course images work with (and sometimes against; see Booker, 2012, available at http://www.alea.edu.au/documents/item/495) words to convey meaning that often the words alone could not achieve and vice versa.  Students could use images sourced from google images or locations managed by the teacher to enhance their recounts and reports etc.  All in all, the use of images needs no stamp of approval by me...Images are absolutely necessary and the ability to take pictures has become far easier (smartphones and tablets etc.).   The only downside I can see, is the need to explain to a students about image resizing.  It's a little like Santa and the Easter Bunny...you can't see it, so is it real?  Often to the naked eye the image looks the same, so will they understand the technical issues associated with pixel information and size?

 

Click here for some information on pixels: http://7one8design.com/expert-diy-tips-whats-a-pixel/ (this is also where the image comes from.

 

 

 

 

 So on to the use of audio in a classroom.  Ok there would be many advantages to using pre-recorded audio files for students, least of all the benefits for auditory learners.  Of course, audio files could be recorded and played back (perhaps at home) and of course there is the added benefit of being able to pause the playback, to make notes or reflect on what has been said.

Having grown up with audio stories (cassette tape and book, and...Yes, I'm that old) I love them!  I can really immerse myself in the story and make my own pictures in head as I listen.  I still do this today, often plugging in the headphones whilst in bed, when my poor eyes are too tired to read words on a page.  It goes without saying that the audio must be clear (accents can play havoc, when no gestures are there to aid interpretation). 

Now I love listening to podcasts myself, but would I get students to use them in a classroom?  Jury still out!  I can see a use where students could record (perhaps at home if possible) their oral performance for an assessment piece.  This recording could be saved to a blog, wiki, weebly or simply emailed to the teacher.  However, do you need to 'podcast' to do this? 

Ooh..just had an idea...What if students recorded themselves reading a passage using different nuances of speech, ie altering the tone or pitch, stressing different parts of the sentence and then listened with their peers to witness the interpretation of speech without the distractions of gesture or facial expression?

Also they could listen to themselves reading and self-assess their fluency, speed etc.  (I've actually done this with my son and he was amazed at how different it sounded to how he thought he was reading.)

 

SAMR model for using video in a classroom

 

 

Substitution: Same task, new tech	Students present a dramatisation which is recorded.
Augmentation: Same task, tech increases functionality	The recording of the play could then be shown (on site or emailed/uploaded) to absent family (friends/family not able attend).  Students now have the ability to  watch themselves from 'outside their bodies', thus enabling them to wholly reflect on and assess their own and their peers' performances.
Modification: Redesign parts of the task	The performance could be required to include some video from another source that is played during this performance. Students can now learn to use video cameras. More roles available: Each student now has the opportunity to assume different roles, such as cameraperson, video editor etc.
Redefinition: New tasks, once unimaginable	Students can learn to use video editing software. Students can now alter the performance by overlaying other images, audio and texts to communicate more meaning.  Their ability to do this could also become an assessable criteria. When video of a performance/presentation is uploaded (such as youtube) parents can view and reflect on their child's work, rather than just hearing "your child did really well in the poem recital assignment".

 Of course there are far more uses for video: record a field trip and present it as a movie for other students.

Record a science experiment and include the recording in the subsequent report; recording the experiment also allows for much deeper observations/analysis of outcomes, as often science happens 'quickly' so the ability to pause or slowdown playback could be beneficial to understanding.

Have them record group-work sessions for easier assessment of participation and individual understanding.

 

There are some ethical dilemmas involved and the context is important, the need to think about who will see the video, where will it be posted, are parents ok with this? etc.

 

In a nutshell, most kids love recording themselves so why not take advantage?