Pedagogical Approaches for the Use of Digital Video
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Fee, S. & Fee, L. (2003). Pedagogical Approaches for the Use of Digital Video. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2003 (pp. 1407-1414). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/18186.
Society for Information Technology & Teacher Education International Conference (SITE) 2003
Albuquerque, New Mexico, USA
Caroline Crawford, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
More Information on SITE
Table of Contents
Although the use of video in classroom teaching is no new endeavor, advances in technology have made such activities more prevalent and easier to introduce into the curriculum. Digital video holds significant pedagogical value for its use in the classroom. With stable technology, an educator can think seriously about designing educational experiences that actively engage students in active learning endeavors. Such work can lead learners to higher levels in understanding as students interact with educational content rather than passively absorbing knowledge. Of course, video technology and development can be used in both fashions: as a passive supplier of information, and as an interactive activity that can engage learners in more complex problem solving. Given the current trend in learning theory and epistemology, the latter seems the more desirable objective. Such activity seems particularly well suited for the development of materials created from a constructivist perspective.
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