1. Enhancing
Learning with
Audio and Video
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2. Enhancing
Learning with Audio and Video
 Utilize the variety of audio materials available in the classroom.
Describe the hearing–listening process and develop student
listening skills.
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3. Enhancing Learning with Audio
 Hearing- a process of sound waves entering the outer
ear, transmitted to the eardrum, converted into
vibrations in the middle ear, and changed in the inner
ear into electrical impulses that travel to the brain
(physiological).
 Listening- awareness and attention to sounds or
speech patterns, identification and recognition of
auditory signals, and ends in comprehension
(psychological).
Communication and Learning Processes
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4. Enhancing Learning with Audio
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5. How Teachers Can
Use Audio
How Students Can
Use Audio
Audio in the
Classroom
Audio can expand and
deepen students’
learning experiences.
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6. Audio in the Classroom
Teacher UseTeacher Use
 Prepared recordings
 Direct instruction
 Skills practice
 Practice listening skills
 Professional
Development
 Evaluate student
learning
Student UseStudent Use
 Interviews
 Presentations
 Record field trips
 Recite poetry
 Audio books and
stories
 Record music
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7. Accessing Audio
Eight
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8. Audio in the Classroom
ADVANTAGESADVANTAGES
 Readily available, simple,
portable
 Inexpensive
 Reproducible
 Provides verbal message
 Offers current information
 Ideal for teaching second
languages
 Stimulating
 Resistant to damage
LIMITATIONSLIMITATIONS
 Copyright concerns
 Doesn’t monitor
attention
 Pacing
 Fixed sequence
 Difficulty in locating
segment
 Potential for accidental
erasure or deletion
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9. Integration
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10. Copyright Concerns
 Permitted Academic Uses
 Copy up to 10% of a musical work, but not a performable unit
 Single copies of student performances may be made for
rehearsal or evaluation
 Single copies of music owned by the school or teacher may
be made for developing aural exercises or assessments
 Prohibited
 Making an anthology, compilation, or collective work
 Making copies of printed music
 Performing publicly without copyright owner’s permission
 Copying music from a website
Music is the most highly regulated activity in the realm
of copyright law.
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11. Using Video in the Classroom
 Whole group, small group, individual
 Extend learning beyond the classroom walls
 Tours
 Companies
 Parks
 Museums
 Study objects too large or small to observe in person
Video is suitable in all instructional environments
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12. Video and the
Domains of Learning
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13. Types of Educational Videos
 Documentary
 Actual or reenacted events
 Facts only, true stories, real situations
 Dramatization
 Historical fiction
 Character and attitudes
 Video Storytelling
 Creativity
 Express ideas through stories
 Virtual Field Trips
 Visit hard to reach locations
 Build on prior knowledge
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14. Video Formats
Digital video can
be manipulated,
stored, duplicated,
sent from one
computer to
another, and
replayed without
loss of quality.
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15. Using Video in the Classroom
ADVANTAGESADVANTAGES
 Motion
 Risk-free observation
 Dramatization
 Affective learning
 Problem solving
 Cultural understanding
 Establishing
commonality
LIMITATIONSLIMITATIONS
 Fixed pace
 Talking head
 Still phenomena
 Misinterpretation
 Abstract, non-visual
instruction
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16. Integration
 Viewing
 Strategically integrate video segments
 Use video to adapt lessons for special needs of
students
 Hearing and visual impairments
 Text displays in multiple languages
 Producing
 Increased engagement and motivation
 Higher-order thinking skills, problem solving
 Supports NETS for students
 Planning
 Use key features that will enhance learning
We are teaching a video generation
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17. Selecting Video
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18. Producing Video
 Educational benefits
 Problem solving, scheduling, analysis, research,
planning, imagination, and communication
 Example projects:
 Dramatizations
 Feedback to improve performance
 Skills training
 Documentaries
 Preserve local folklore
 Demonstrations
 Replays of field-trips
Students learn real-world, 21st
century skills
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19. Producing Video
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20. Copyright Concerns
 Do
 Request the media/technology specialist to record
a program if you do not have equipment
 Retain the recording for 45 days
 Use the recording once per class for 10 days, a
second time for reinforcement
 Professional staff may view several times for
evaluation
 Make limited copies for legitimate needs, erase
with original
 Use part of the program as instruction warrants
 Enter licensing agreement with copyright holder
for continued use
Video Guidelines for nonprofit educational institutions
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21. Copyright Concerns
 Do NOT
 Record premium cable services (HBO)
 Alter original content
 Exclude copyright notice
 Record programs in anticipation of use
 Retain copies after 45 days
Video Guidelines for nonprofit educational institutions
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22. Demonstrating
Professional Knowledge
1. Compare and contrast audio and video literacy.
2. Describe how audio enhances learning when listening skills are
improved.
3. Explain how audio in the classroom can involve teacher and
student use.
4. Select an audio resource and describe the advantages of
integrating the audio into a lesson.
5. Explain how video can enhance student cognitive, affective,
psychomotor, and interpersonal learning.
6. List and describe how the four types of educational video support
student learning.
7. Explain how students benefit from producing video to
demonstrate knowledge and skills.
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23. Demonstrating
Professional Knowledge
 Compare and contrast digital versus analog video formats.
 Outline the process for selecting and evaluating video for classroom use.
 Describe techniques for video production by students and teachers.
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