Week 4 Reflection – Images, Audio and Video
As our dynamic society morphs and changes, it is imperative
that education also follows suit. Children of today are exposed to an array of
visual, electronic and digital texts, unlike the almost exclusively print rich
days that Gen Y and earlier experienced. Research shows that modern day
students are “more likely to access digital rather than print based texts
outside school” (Walsh, 2010). Over the past three years I have had the
opportunity to observe a range of classrooms in a range of grades, and upon
reflection this past week, have noticed that there is still a huge disjuncture
between the technology and multimedia in a child’s life in and outside of the
classroom. With technology changing so quickly however, and none of today’s
teachers being true
Before I go on, I must admit, I am a little biased. I love
print based texts. Summer school holidays saw me renting out the maximum amount
of books at the library, and getting lost in stories for hours on end. As I
grew up, I could cut up magazines, covering school books in everything I
believed to the ultimate in cool. I went through my schooling with the vast
majority of the focus on print based texts, and you know what? I think I’ve
turned out pretty well. I can read, write and communicate effectively.
 |
| Not all teachers are on board the technology train. |
But is that enough? Can we expect that today’s students will
be satisfied with this type of education? They are bombarded daily with a range
of texts, print, video, images, audio – more than we ever imagined as kids – so
surely there has to be a shift in pedagogy to adapt to these changes. While I
am not personally the most exceptionally tech savvy person, I do accept that
ignoring these fundamental changes to society and the way we communicate,
receive and give information, would be doing a great disservice to students.
Of course, education is transforming. Educators now
understand that we must cater to individual needs of learners (Shaw, 2014). The
visual and auditory aspects of teaching are of upmost importance, and research
has shown that this leads to gains in basic and higher order thinking (Walsh,
2010). Multimodal learning is imperative to prepare students for the future
they will live, work and succeed in as adults.
Technical Aspects of
Images, Audio and Video.
These days, images, audio and video can be accessed and
shared with the click of a button. In an education context, this has endless
opportunities. An image could be used simply as a stimulus, shown on a screen
to a whole class, discussions in small groups or to analyse individually. Audio
could be embedded in a Voki on a teacher’s blog to introduce a new topic, or a
student’s response may be recorded on an iPad. Video could be used to track a
student’s learning journey, show an alternate point of view, or to simply
engage and entertain. During my university experience, I have used all of these
elements during presentations as a way of providing extra depth and
information, as well as to ensure my audience are engaged and stimulated. It is
clear that when applied appropriately, images, audio and text can be used to
engage students, develop their skills in ICTs, and most importantly, as
explained by the SAMR model, be used to in ways that could not have been done
otherwise and promote high order thinking and problem solving.
Images
Plus
Can be used to help students with disabilities – eg: clear
routines set out on desk for students with ASD.
Can provide a stimulus or cue for writing tasks.
Can be used to promote critical thinking – eg: historical
images of propaganda.
Students can create their own images of books they have read
to show their understanding of characters and relationships.
Promotes the use of semantic encoding.
Could be used to document learning journeys - eg: photos of
students work.
Can help with understanding for visual learners.
Can be used to evoke emotion.
Minus
Copyrighting issues – explicit teaching of privacy and
copyrighting must be taught.
Static – may not encourage engagement as much as a video.
Interesting
Research shows that by combining a range of modes – eg: text
and images – with new information aids to keep this new knowledge in the working
memory and has positive effects on memory retrieval. In relation to the SAMR
model, images could be used from the Substitution level as a direct tool
substitute, such as images next to the board to remind students of routines and
expected behaviours. Augmentation, or function improvement can be achieved by
students accessing others Flickr pages, or viewing responses and images on
blogs, as they see a range of opinions on these new set of resources.
Modification can be achieved with the process of redesign, as students create
their own images with their own interpretations and share online, or create a
‘Worlde’ image to add to their blogs. Redefinition requires teachers and
students to create new tasks using images to reach vast audiences and receive
feedback on the images they have created. As a visual stimulus, images should
be embedded within the classroom in a variety of ways.
Audio
Plus
Podcasting can be used for students to listen and digest
information at their own pace.
Can be accessed from any computer/tablet/phone at any time –
convenient.
Students can create, produce and share their own podcasts.
Can be used for diagnostic, formative and summative tasks.
Students can bring in outside information – interviews etc.
Develops ICT skills.
Can connect URL, jpegs to podcast.
Easier to create and edit than a video.
Children may find speaking thoughts out loud easier than
writing down ideas.
Songs/jingles/pnumonics can help students recall facts
easier.
Minus
Can be boring, podcasts are limited.
Does not promote basic reading and writing skills that
submitting a written document would.
Students may feel embarrassed about recording their voices,
and may prefer to submit written tasks.
Interesting
Podcasts could be used as a part of ‘flipped classrooms’,
whereby students access information prior to class, to then promote more in
depth discussion in the classroom. Students could access at home in their own
time, or as a part of their weekly homework. This also promotes student
autonomy and accountability of their learning. Using podcasts effectively,
according to the SAMR model would involve students creating their own podcasts,
using original research and ideas during the Modification stage, and sharing
them during the Redefinition stage to receive feedback and connect with
professionals in specific fields.
Video
Plus
Engaging – generates student interest.
Incorporates both visual and audio aspects.
YouTube can be used to connect with professionals and their
point of views.
Interactive, flexible medium, can start, stop and work at
own pace – learner autonomy is promoted.
Teacher/student can record and reflect upon learning
journey.
Creating videos develops ICT skills.
Students can share work online.
Great platform for summative tasks – can include text,
visual and audio.
Promotes authentic learning opportunities.
Minus
Videos on the Internet may not always be appropriate or
access to YouTube could be limited or banned in classrooms.
Ethical, privacy and copyright laws must be explicitly
taught prior to commencement of recording or viewing of videos.
Videos can be time consuming to make, or to find appropriate
and relevant videos may take time.
Must be kept short or students will disengage.
Links may not always work, plan B is essential.
Interesting
Videos, much like podcasts, could be used in the flipped
classroom approach. Research suggests that combining verbal/text and
visual/spatial work together to strengthen understanding. Students are not
longer stimulated by print text, and video is a great way to enhance motivation
and engagement when introducing new ideas or to deepen existing knowledge. The
creation of videos can not only develop essential ICT skills, but promote
higher order thinking and problem solving skills as students work
collaboratively to create, edit and publish their own work. Students then take
on a much greater sense of ownership while learning. The focus when creating a
video should however, be on the journey, rather than the end product, and self
and peer reflection should be an integral and constant part of that journey.
Incorporating all of the above mentioned media into the
classroom follows social and cognitive constructivist learning theories, as
well as the connectivist learning theory, as there is a focus on connecting
with other, and finding new information. Connectivisism also promotes the idea
that learning and knowledge rest in the diversity of opinions (Barnett, McPherson & Sandieson 2013). Students are able to
create, share and respond to other’s work, and in turn, build new knowledge as
they undertake this process.
Comparatively, images, audio and video can all be used
effectively for a range of authentic and meaningful purposes in the classroom.
When implementing such media within the classroom, teachers should refer to
models such as the SAMR and Bloom’s Taxonomy, to ensure that the tasks are
incorporating the media effectively, meaningfully and promoting critical
thinking skills.
Technology can be exceptionally helpful when used in ways
that enhance our lives like no other print based media can (Shaw, 2014).
Here are some examples of sources of
audio-visual materials:
Photographs:
•
Google Images http://www.google.com/imghp
•
Free Photo Reference Archive http://www.morguefile.com/archive/
•
Free photographs and graphics for
education http://edupic.net/
•
Pics4Learning http://www.pics4learning.com/
•
Flickr Creative Commons http://www.flickr.com/creativecommons/
•
FreeFoto.com http://www.freefoto.com/index.jsp
•
Free Digital Photographs http://www.freedigitalphotos.net/
•
Stock.xchng http://www.sxc.hu/
(free high quality images)
•
Free Images http://www.freeimages.co.uk/
•
Free Stock Photography http://www.adigitaldreamer.com/gallery/index.php
•
Photogen http://www.photogen.com/
•
Free Range Stock http://www.freerangestock.com/
(most just require credit to owner of
photograph (could include credits list at end!) – see the terms and conditions
on individual sites from more details)
Video:
•
Creative Archive license Group http://www.bfi.org.uk/creativearchive/
•
YouTube www.youtube.com
Some video clips – such as those in
YouTube can be downloaded using zamzar (www.zamzar.com) into a format which can then
be used in video editing software.
Music / Soundtracks / Spoken Word
•
Wav Central http://www.wavcentral.com/
(Movie and TV themes)
•
Find Sounds http://www.findsounds.com/
(search engine for sounds on the internet)
•
Partners in Rhyme – Free Sound
Effects http://www.partnersinrhyme.com/pir/PIRsfx.shtml
•
Free Royalty Free Music Loops http://www.partnersinrhyme.com/pir/free_music_loops.shtml
•
Free Music Archive http://freemusicarchive.org/
•
Jamendo – Free and legal music
downloads http://www.jamendo.com/en/
•
Free Sound (sounds not songs) –
all available under creative commons licence to share http://www.freesound.org/
•
Podsafe Audio http://www.podsafeaudio.com/
•
Sound Board – includes variety of
sound clips / theme tunes – including audio of famous speeches etc. http://www.soundboard.com/
•
History Speeches Archive http://www.history.com/video.do?name=speeches
•
Poetry mp3’s http://poetry.about.com/library/weekly/aa032001a.htm
•
Free Poetry / Audio books http://www.audiobooktreasury.com/free-audio-books/poetry1.htm
Evidence of
Exploration of Technology
Flickr – Personal
Account
YouTube video – My
Arts Journey
Reference List
Barnett, J., McPherson, V., &
Sandieson, R. M. (2013). Connected teaching and learning: The uses and
implications of connectivism in an online class. Australasian Journal Of
Educational Technology, 29(5), 685-698.
Shaw, L. J. (2014). Breaking with
Tradition: Multimodal Literacy Learning. New England Reading Association
Journal, 50(1), 19-26.
Walsh, M. (2010). Multimodal literacy:
What does it mean for classroom practice?. Australian Journal Of Language
& Literacy, 33(3), 211-239.
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