Lights, Camera, Learning!
Dr. Bell wrote Lights, Camera, Learning to educate present and future educators to explore the use of digital video play and recording in their classrooms. He states " digital videos offer new opportunities to teachers of all subjects." (Bull) he explains the benefits to this style of teaching by giving statistics of the amount of footage that is loaded to YouTube by today's youth. "10000 hours of footage is posted to YouTube every day" (Bull) Today's youth is utilizing this aid already, it is up to the educators to tap into this resource now. He states that almost every kid today has a device that is capable of video recording already. This project would not be that difficult for a teacher to assign and assess.
I would love to add this to my lesson plans. After completing the video assignment dorm class made me think about all the benefits of doing a project like this. Having students of a p.e classroom make an education video about the subject will be great affective and cognitive learning. This would give me as the teacher clear way to assess their knowledge of the particular subject we are doing at that time. Have them make videos, or just recording their practice and game times would be a great way for them to analysis themselves. This would aid to the overall learning.
The authors of this article are really trying to educate the teaching field about the resources of video making and watching to a classroom. the authors describe this as a movement. Kids today are doing this on their own because it is fun. If we can do this in the classroom we have the opportunity to make learning fun for them. This should not be how a teacher teaches everything, however it is a great tool to use frequently.
This covers all six of the nets-s which are-
Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.
Bull, G., & Bell L. (2009). Lights, camera, learning! Learning & Leading with Technology, 36(8), 30-31.