Digital video in the classroom: Integrating theory and practice
Submitted Thursday, February 18, 2010 - 13:20
Abstract: This article is intended to help teacher educators, classroom teachers, and administrators interested in educational technology acquire a firm theoretical as well as practical foundation upon which to introduce nonlinear digital video into their undergraduate or graduate instruction; discover a time-tested, step-by-step process for introducing creative hands-on videography projects into their respective teacher preparation programs or classrooms; and recognize why it is critically important for preservice and in-service teachers to establish a personal underlying pedagogical philosophy for infusing video technology into classroom instruction.
Table of contents:
Lights Out! The Context Underlying Pedagogical Philosophy Educational Videography: A Time-Tested Instructional Unit Discussion Acknowledgement References Appendix A - Video Project: Assessment Rubric Appendix B - Practicing Basic Videographic Principles: Warm-Up Activity Appendix C - Educational Videography: Questions to Consider Appendix D - Video Project: Requirements and Parameters Appendix F - Video Project: Pre-Production
Published in Contemporary Issues in Technology and Teacher Education [Online serial], 7(2). PDF version: http://www.citejournal.org/articles/v7i2currentpractice1.pdf