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Empowering Students Through Video Production

Empowering Students Through Video Production. The Dilemma . Technology and the Classroom: The Key Issues. Children watch about 4 hours of TV per day . (Teens watch 22-25 hours of TV per week) They view 20-25 violent acts per hour.

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Empowering Students Through Video Production

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  1. Empowering Students ThroughVideo Production

  2. The Dilemma

  3. Technology and the Classroom: The Key Issues. • Children watch about 4 hours of TV per day . (Teens watch 22-25 hours of TV per week) • They view 20-25 violent acts per hour. • The average child sees more than 20,000 TV commercials a year. • Students spend only 38 minutes per week in conversation with their parents • Students spend 1680 minutes per week watching TV • Students spend 900 hours in school per year • Students spend 1500 hours per year in front of the television • According to a recent Survey, a student today will read 2,300 Web pages and 1,281 Facebook profiles this year, and 8 books. He or she will write 42 pages for class assignments this semester, and more than 500 pages of e-mail. • Having grown up immersed in technologies such as the Internet, iPods, PDAs and cell phones, most of today's students are "digital natives" and so enter our classrooms with different experiences, expectations and learning styles than previous generations of students.

  4. The Key Issues (Continued) • Handling different levels of technological expertise or different access to technological devices (school & personal) on the part of different students and their socio-economic status. • A teacher's own skill and comfort level with various technologies. • To what extent are teachers responsible for learning about and using these new technologies, and to what extent should they (or should they not) coax students away from technology for certain purposes: • such as increasing their attention spans • introducing different modes of learning • or just simply reading pages from a book?

  5. Four Key Issues with Video Production • How much freedom to give students in choosing their subject matter and carrying out the production. • What teacher input to provide in order to create knowledge of video production. • Whether to have individual or group productions. • The issue of assessment: of how to encourage student reflection and self-assessment, and also what to do where teacher assessment is required.

  6. Freedom... Given freedom of choice students usually come up with good ideas Time management is one common skill which often needs improvement Students need a specific brief to create a production schedule and/or a series of stage completion deadlines

  7. Teacher Input • The focus MUST be on process not product (Newell,1995) • Student should be given tutorial based learning concepts that allow them to learn that their own pace. (Newell,1995) • Group involvement and accountability to the group will push students to “do their part”

  8. Group vs. Individual Projects • Yeamans (1990) mentions claims for the greater distinctiveness of creative ideas by individuals whereas groups produce a greater quantity of creative ideas • In addition, students can produce project much more in depth in complexity in group settings (Newell, 1995) • Forced Groups vs. Self Selection • One, drawback of self-selection is that weaker/problem students are also likely to gravitate to each other (Newell,1995) • However, people like the opportunity to be writer, director, cameraperson and editor. • Creative visions/differences can lead to a lack of flow in the project. • This is still unresolved.

  9. Assessment • Most people agree that they learn from experience, but usually in an accidental and unconscious way. • The logbook can help to structure this learning. Thus, a logbook appeared to be a good way to encourage reflection on the video courses and was made a compulsory part of the documentation to be submitted for assessment (Newell,1995) • Where students work in groups there is always the issue of how to assess individuals (Wisker, 1994). • Practicing a division of labour so that each person's contribution could be identified and evaluated. Also, while a "group dossier" could be submitted with joint documentation such as script, storyboard etc.--an individual written report should also be required (Newell,1995).

  10. So Why Video Production? QUESTION #1 “In what ways do student-created videos contribute to a students sense of empowerment and/or awareness of critical thinking about the media around them?”

  11. The Research • One of the obvious benefits of facilitating a student-produced video program is that it helps to ensure student development of technology skills. • They learn to use the video camera, sound equipment, computer, and editing equipment to communicate effectively with the school community. • The increasing use of technology tends to enhance the overall instructional environment and promotes creative productivity (Morgan, 1993).

  12. The Research • According to Means and Olsen (1995), increased use of technology-supported instruction has a number of positive results: • Students perceive that their work is authentic and important; • they deal more successfully with complexity; • motivation and self-esteem are enhanced • collaboration between students and teachers surges. (Seen as a guide) • These programs inspire technological enrichment throughout the entire school.

  13. The Research • Generating an interesting idea for a story, researching it, and writing the script are often the most difficult parts of the video production process. • Thus, communication, language, and research skills are honed to a new sharpness • Validity of the research must be examined before going to production. • Each successful product constitutes an authentic mastery experience, leading to increased self-efficacy(Bandura, 1997), which, in turn, results in achievement gains(Multon, Brown, & Lent, 1991; Pajares & Valiante, 1997)

  14. The Research • According to Karnes and Bean (1990), participation in a group "offers unique opportunities for young people to belong, support others, and learn a variety of leadership styles" (p. 3 ) • Students seem more willing to compromise and cooperate in this noncompetitive context, perhaps because they realize the stakes are high. Indeed, the success of the production depends upon positive group dynamics, intrinsic motivation, and a healthy sense of urgency (Prager & Alderson ,1999) • The production is also an area where students can take creative risks and not worry about their GPA. Their evaluation comes from themselves and their viewers.

  15. The Research • The increasing use of technology tends to enhance the overall instructional environment and promotes creative productivity (Morgan, 1993). • When their cognitive, emotional, and social needs are met, gifted children develop into self-directed (Betts, 1985). • Students who are gifted, but also have learning disabilities need to be given opportunities such as these to increase self-esteem, lower frustration levels, and develop career options (Baum, 1984, 1990).

  16. Field Study Preliminary Findings

  17. So Why Video Production? QUESTION #2 “How are student empowerment and student motivation linked?”

  18. So Why Video Production? QUESTION #3 “How effective are student-created video tutorials in producing student understanding?”

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