A New Twist on School Videos

By | January 15, 2017

You may have already discovered the benefits of using school videos as a means of curriculum delivery. However, if you have access to the appropriate technology, this is not the only way that videos can be used in the classroom.

Have you ever considered using a video camera as opposed to just a video player in your classroom?

There’s no mistaking that it has become much easier to record and film your own school videos with the introduction of the digital video camera. Have you even begun to consider the possibilities?

Here are a few ways that I have seen digital cameras and digital school videos used in the classroom (or school) setting:

* Students can film speeches to be graded and have a record in case there is any dispute about the grade awarded. Not only does this provide back-up if the grade given is debatable, but it also takes the pressure off the teacher awarding the grade, as he/she can view the filmed speech many times in order to award a fairer grade. If a teacher wants a second opinion from his/her colleagues, then he/she can send the digital video via email along with instructions (e.g. “I’d like you to give your opinion on whether Jill’s body language and eye contact with the audience was appropriate.”).

* Small schools in remote areas can offer a wider subject range. This is a form of semi-distance learning, where a teacher records his/her lecture or classroom presentation and streams this, either live or as a YouTube clip, for students in other participating schools to make use of. Take an example. Individually, three small schools (let’s call them Greenwood High, Mount Fairview High and Brookside College) can’t afford to hire a specialist history teacher, a specialist geography teacher and a specialist French teacher each. However, by collaborating and using digital video and live streaming, Greenwood hires the history teacher, Mount Fairview hires the geography teacher and Brookside hires the French teacher. Each teacher videos his/her lessons and uploads these for students in the other schools to use.

* Crucial lessons can be uploaded to the internet for absent students to view. If a student is absent – sickness, work experience, sports exchanges – he/she doesn’t have to miss the important key lessons if you video these and put them online. You can have a special students-only “School Videos” site if you don’t like the idea of putting them on YouTube. An added bonus is that students who were present can re-view the lesson to catch points they may have missed the first time.

* Video can be used as part of a project. Who says that written work and posters are the only way to present projects and class reports? Students can film part of their presentation (e.g. a demonstration of something that can’t be done inside the classroom).

* Students can explore video editing as part of a media studies skill. This takes things such as camera angles and shots, film editing, etc. out of the theoretical arena and into the practical.

All school videos, digital and otherwise, should be used correctly. It is vital that teachers don’t make “The 7 Biggest Mistakes Teachers Make Using Video in the Classroom”. If you want to avoid these, your next step is to download a free copy of Biggest Classroom Video Mistakes right now.

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