Blog 3: Don’t Call It a Come Back: Using Digital Video Cameras in the Classroom

  

Screenshot of Summary Descriptors of Technology Integration Matrix (TIM). Includes colorful boxes with information about the TIM

 

The tool I have chosen is the digital video camera, which digitally records video that can be downloaded to a computer. Because most students have smart phones capable of recording video, many students have experience with recording video via digital cameras. Some students also have experience recording content on their Chromebooks. Those who use TikTok or create Reels also have experience with video editing.

 

The learning model I am using is The Technology Integration Matrix (TIM) . It provides framework with a list of specific characteristics that intersect. The five levels of technology integration are entry, adoption, adaptation, infusion, and transformation, and the five interdependent characteristics of meaningful learning environments are active, collaborative, constructive, authentic, and goal-directed (Florida Center for Instructional Technology, 2019). The matrix more closely resembles the layout of standards with specific goals/objectives for students and teachers.

 

For this blog post, I will focus on specific intersections between levels of technology integration and meaningful learning environment.

 

Entry/Active

At this point, I will introduce the digital video camera to students. I will start with a think-pair-share (collaborative) where students will think about times they have used video either on a phone, camera, or laptop/Chromebook. From there we will move on to an instructional video I have created that shows students how to use the camera and what they can use it for. A special emphasis will be placed on showing students how to use the settings of the digital camera.

 

Adoption/Collaborative

In small groups, students will be given a practice assignment to help them acclimate to using the digital camera. This can be a short, one-minute video in which students introduce themselves and one interesting thing about themselves. My role during this time is to roam the space to monitor student progress, answer questions, and provide any needed guidance.

 

Adaptation/Constructive

Students will then use the digital camera to work on a project for a given content area. If students are working on a research presentation for a science class, they can use the digital camera to record certain sections of an experiment and to interview one another to discuss findings. Students will construct a presentation that integrates the video they recorded with the digital camera.

 

Infusion/ Authentic

Students will post their visual presentations for the classmates to provide feedback. This could reflect the authentic environment of peer-reviewed. As mentioned previously, recording video has real-world implications not only for social media, but for certain careers as well.

 

Transformation/Goal-Directed

As a result of using the digital video camera, students will have learned digital/technological skills such as operating the camera, downloading the video to a different device, using editing tools like WeVideo to edit the video, and choose where the video(s) will appear in their presentation. My hope would be that students will continue to use the digital video camera to produce content in future assignments.



Discussion

The digital video camera may seem like a dinosaur when compared to the video capability of today’s smart phones. However, teaching with these cameras will also give teachers an opportunity to show students the differences between video from a camera vs. a phone (adoption), and which is appropriate/best for certain contexts. This would also be a good opportunity for a field trip to the local news station or ETV for students to see the different types of cameras invite a cameraman or production team into the classroom (collaborative/transformative).

 

Additional Resources

Ideas for the Science Classroom 

 

10 Great Waysto Use Digital Video Cameras in the Classoom 

 

Roberts, J., & Stiles, R. (2010). Flip Your Way to Easy Video Production. Knowledge Quest, 38(4), 34–39.

 

References

Florida Center for Instructional Technology. (2019). Technology Integration Matrix.

https://fcit.usf.edu/matrix/matrix/

Comments

  1. Jessica JenkinsJuly 9, 2023 at 7:39 PM

    You are so right about students having prior knowledge and experience recording and editing photos and videos because of their smart phones and social media apps! This helps make learning relevant and engaging for students too.

    ReplyDelete

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