Embedded Task 3

Hi all,

In class this week we looked at how digital artefacts can be utilised as pedagogical tools in the classroom. As a teacher in the 21st century, it is expected that most of the curriculum is based around the use of different technologies in order to ensure that students are engaged and are learning and retaining information. Whilst audio, images and video are all great tools to use to engross the students, I will for the purpose of this task focus on the use of videos and the endless capabilities of them fitting into my own personal teaching contexts. I will also use the SAMR model to further my justification of why the use of videos in the classroom is an effective learning tool.

There are an endless number of ways to create a video, for example home videos, animations and live videos to name a few. The video program that I have had the best experiences with is Windows Movie Maker. In this particular program it is possible to upload a video clip and edit parts out, add music, turn parts into slow motion footage and much more. Windows Movie Maker is a relatively easy program to navigate as there is help functions present to guide you through the video making process. Windows Movie is in my opinion a great way to incorporate resources within a number of learning contexts.

There are many ways that I can relate the use of this technology to my main teaching area, Health and Physical Education. I could for example, film my students practicing drills and participating in games so that I can use the footage in order to grade the students. Through the use of the SAMR model I can suit my teaching programs to my students. At the substitution level, I could upload these videos of the students assessment so they can evaluate their own performance. At the augmentation level, I can have the students write a reflection on how they thought they performed during the videos. At the modification level, the students could create a movie that has their footage and a voice over that is explaining what they are doing and how they can improve. Lastly, at the redefinition level, the students could put the video they have created onto a blog or wiki so that the teacher can provide feedback to the students.

Here is a video of a skills session with voice overs, to give an example of the types of things I would look for from the students.
The use of videos in the classroom can create an endless number of opportunities for students to develop their understanding of how they can use technology and engage themselves in higher order thinking in the classroom.