2. What is it? An alternative way for students to express their thoughts
3. Why use it? Need technology in the classroom! Inexpensive- some technology already in place Promotes creativity- lets students visually express themselves Promotes pride- students are no longer writing only for their teacher
8. “As we progress further into the 21st century, digital video continues to become an established thread in the tapestry that comprises English education and the English language arts classroom.” Young, Long, & Meyers, 2010, p. 13
9. Bibliography Bruce, D. L. (2010). Composing with DV in English language arts teacher education. English Teaching: Practice and Critique, 9(1), 114-124. Retrieved from http://edlinked.soe.waikato.ac.nz/research/journal/ Sweeder, J. (2007). Digital video in the classroom: Integrating theory and practice. Contemporary Issues in Technology and Teacher Education, 7(2), 107-128. Retrieved from http://www.citejournal.org Windschitl, M. (1999). The challenges of sustaining a constructivist classroom culture. Phi Delta Kappan, 80(10), 751-755. Retrieved from http://www.kappanmagazine.org/ Young, C.A., Long, S., & Meyers, J. (2010). Editorial: Enhancing English language arts education with digital video. Contemporary in Technology and Teacher Education, 10(1), 7-19. Retrieved from http://www.citejournal.org
Notas do Editor
Digital video allows students a way to express their interpretations to a written text in a way other than writing.
Many classrooms are already equipped with some of the technology needed for digital video. For example, many classrooms have internet capability, and computers often come with digital video software already installed (Sweeder, 2007, p. 109). Due to that, and the decreasing costs of technology in general, digital video is a relatively inexpensive technology for teachers to incorporate into their classroom. In additional to the technological standpoint, digital video provides students an alternative avenue for expressing their thoughts.
Using digital video, students are able to create visual responses to a written text. That response can be either figurative or literal. David Bruce (2010) gives an example of a student who created two digital video in responses to his reading of the poem “Landscape with the Fall of Icarus.” His first digital video was a literal interpretation. It contained shots of a painting of the same name by Brueghel, and the poem was written about the painting. His second digital video response contained images of the Challenger space shuttle. The students says he “uses the character of Icarus as a metaphor for the tragic Challenger space shuttle mission, which, like Icarus burned up on out atmosphere and fell into the ocean,” (Bruce, 2010, pp. 116-117).
