Teaching with Video: A Classroom Tool that Works

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    Teaching with video can be controversial. bet5365首页视频是否适合课堂的决定可能是主观的. And arguments for and against the practice are common; does a student learn more from a video or from a lecture?

    尽管存在这些问题,但对视频的使用和尊重继续呈指数级增长. Late in 2018, a new Pew research study 发现有11岁以下孩子的父母中有81%让孩子看YouTube, 尽管有60%的家长表示,他们有时会发现他们觉得“不适合”孩子的内容. And a 2016 Speak Up survey 大多数教师发现,教师在课堂上使用视频和游戏在六年内翻了一番. Teachers who used gaming in the classroom jumped from 23 percent in 2010 to 48 percent in 2015; teachers who used video in the classroom jumped from 47 percent in 2010 to 68 percent in 2015.

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    The Speak Up report, titled “From Print to Pixel: The role of videos, games, animations and simulations within K-12 education, was created by Project Tomorrow, 一个研究和研究有关学习数据的国家非营利性教育机构, technology, schools of the future and curricula.

    “教师对视频和基于游戏的学习的兴趣和使用的激增可能预示着数字学习的新觉醒,” said Julie Evans, CEO of Project Tomorrow. “越来越多的学校正在展示更多地使用数字内容, 工具和资源今天比六年前,我们相信越来越多的采用交互式, 教师在课堂上的视觉媒体是这一变化的主要驱动因素.”

    尽管视频在课堂上的使用大幅增加, however, teachers are still in need of credible, curated video resources and/or training. A fourth of the teachers surveyed said they need resources sorted by grade level and content; a fourth said they need online tools to help them organize digital content; a third said they need in-school coaching on finding and using high-quality material; and more than half need planning time to work with colleages on learning strategies.

    Common Sense Education, 一个专注于儿童和家庭的全国性非营利组织, 认为积极观看视频可以产生互动并激发批判性思维. 它们索引、链接和发布以下主题的信息:

    其中一个更大的教育视频项目是 TED-Ed, 老师和学生可以围绕任何TED演讲进行授课, TED-Ed animation, or YouTube video. 已经存在的视频——其中有不止一个,000 — are categorized by subject, including Teaching and Education, Literature and Language, Mathematics, Social Studies, Science and Technology, Health, Psychology, Philosophy and Religion, and more. Clicking on Literature and Language, for instance, brings up the following options: Literature, Linguistics, Writing/Composition, and Speaking. Clicking on one of those options brings up a variety of videos; some Writing/Composition titles, for instance, are “Why Should You Read One Hundred Years of Solitude?”, “How to Make Your Writing Suspenseful,” “The Case of the Misplaced Modifier,” “How False News Can Spread,以及“口译员如何同时处理两种语言”.” And to create a lesson around a video, a teacher or a student simply finds a video, adds questions and discussion prompts, and adds additional resources as appropriate. It can then be shared with a class.

    “在课堂上使用视频是教师可以利用的最有力的教学资产之一,” says the syllabus for DominicanCAonline course, “Video Toolbox.” “In the fast-paced, 媒体驱动的社会,手机和电脑, 学生们经常被这种吸引人的媒介所包围. Classroom video projects teach students to plan, organize, write, communicate, collaborate, and analyze.”

    The mission of the three-credit course, EDUO 9153, 是向教师介绍将视频整合到课堂的各种工具和策略. 目标包括理解视频在不同课堂环境中的价值, experimenting with different tools, creating video, analyzing video services and evaluating their potential for use by students; and designing examples of videos that could be used in a teacher’s own curriculum.

    “随着实体教室向丰富的媒体内容开放,教育正在发生重大转变, subject matter experts, and to one another,” says a research report 受思科公司委托,名为“广播和流媒体视频对教育的影响”.“这种转变在很大程度上受到了技术和教育趋势的影响。, greater worldwide access to the Internet, an explosion of mobile phone users, 以及年轻人对这些技术的欣赏, as well as by teachers. 视频似乎将成为教育格局转变的主要贡献者, 作为一个强大的代理,增加价值和提高质量的学习经验.”