Within the blend of emerging technologies in education (Veletsianos, 2010), the digital video has become in recent decades "the audiovisual technical means of greater projection" (Garcia Valcarcel, 2009), outperforming film and television. Its use in teaching is not new, but as (Berk, 2009) points, it currently proposes changes in four areas regarding the use it had in its origins:
(A) the variety of video formats,
(B) the ease with which video technology can be applied in the classroom,
(C) the number of video techniques that an instructor can use, and
(D) research on multimedia learning, which provides the theoretical and empirical support for use as an effective teaching tool.
On the other hand, Cabero and Barroso (2015: 89) on the same line as Berk, also suggest that the current convergence between technological advances in recording devices and software video editing, as well as ease of use they offer, have placed the ability to generate audiovisual products within reach of most people: "anyone can record, edit or broadcast a video or audio clip, so that consumers become producers" (Cabero and Barroso). This circumstance broadens the spectrum of possibilities for using video in education regarding the proposals of the last century. In this paradigm shift, students assume a new role, that of video "prosumers", they consume and also can produce. This everyday situation in the lives of students, is used in educational contexts within the curriculum framework to create situations of significant learning, because of the benefits in the process of teaching and learning (S. Schuck & Kearney, 2006); Video is a very suitable environment for the development of digital competence and media literacy, which is unavoidable in the multimodal culture in which we move.
Educational administration in the Canary Islands has seek for the last years with their education policies to promote the progressive inclusion of "emerging pedagogies" (Adell Segura and Castañeda, 2012) with a competence approach of ICTs to get their full potential . Teachers at the IES Puerto del Rosario decided some years ago to introduce small interdisciplinary learning situations for 1. ESO (7th. grade) in which video was the main tool in the teaching-learning process. On that occasion an educational process was designed including the contents of German and Plastic and Visual Education to be evaluated through a videographic product. The result of this educational experience was so positive regarding the results of learning and skills development by students, that we decided to extend this educational practice in the teaching programs of both subjects. A progressive sum of a larger number of teachers interested to include this means in the design of their learning situations also happened.
Parallel to these experiences, the school had a long tradition in the participation on European programs and a new call on 2013-2014 was published. The teachers involved in the experiences of the use of video as a teaching tool in the teaching and learning processes, considered it a potentially positive opportunity to develop experience in video production in European projects Erasmus +, and on this basis, "Recording Our Europe " was designed.
Since the project design stages, one of the objectives to be achieved was bringing together in a small guide of good practices the main lessons learned in the use of video in educational contexts as an aid for new projects or for implementation by any teacher in their daily practice.
We found that the Best practice guide was the most suitable form for the meaning conveyed by the concept of "good practice" Transferability and exportability to other contexts and situations.
Based on the above premises, the objectives to be achieved in the development of this Best practice guide are:
(A) the variety of video formats,
(B) the ease with which video technology can be applied in the classroom,
(C) the number of video techniques that an instructor can use, and
(D) research on multimedia learning, which provides the theoretical and empirical support for use as an effective teaching tool.
On the other hand, Cabero and Barroso (2015: 89) on the same line as Berk, also suggest that the current convergence between technological advances in recording devices and software video editing, as well as ease of use they offer, have placed the ability to generate audiovisual products within reach of most people: "anyone can record, edit or broadcast a video or audio clip, so that consumers become producers" (Cabero and Barroso). This circumstance broadens the spectrum of possibilities for using video in education regarding the proposals of the last century. In this paradigm shift, students assume a new role, that of video "prosumers", they consume and also can produce. This everyday situation in the lives of students, is used in educational contexts within the curriculum framework to create situations of significant learning, because of the benefits in the process of teaching and learning (S. Schuck & Kearney, 2006); Video is a very suitable environment for the development of digital competence and media literacy, which is unavoidable in the multimodal culture in which we move.
Educational administration in the Canary Islands has seek for the last years with their education policies to promote the progressive inclusion of "emerging pedagogies" (Adell Segura and Castañeda, 2012) with a competence approach of ICTs to get their full potential . Teachers at the IES Puerto del Rosario decided some years ago to introduce small interdisciplinary learning situations for 1. ESO (7th. grade) in which video was the main tool in the teaching-learning process. On that occasion an educational process was designed including the contents of German and Plastic and Visual Education to be evaluated through a videographic product. The result of this educational experience was so positive regarding the results of learning and skills development by students, that we decided to extend this educational practice in the teaching programs of both subjects. A progressive sum of a larger number of teachers interested to include this means in the design of their learning situations also happened.
Parallel to these experiences, the school had a long tradition in the participation on European programs and a new call on 2013-2014 was published. The teachers involved in the experiences of the use of video as a teaching tool in the teaching and learning processes, considered it a potentially positive opportunity to develop experience in video production in European projects Erasmus +, and on this basis, "Recording Our Europe " was designed.
Since the project design stages, one of the objectives to be achieved was bringing together in a small guide of good practices the main lessons learned in the use of video in educational contexts as an aid for new projects or for implementation by any teacher in their daily practice.
We found that the Best practice guide was the most suitable form for the meaning conveyed by the concept of "good practice" Transferability and exportability to other contexts and situations.
Based on the above premises, the objectives to be achieved in the development of this Best practice guide are:
Objectives
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1. To know and exchange experiences for educational innovation with ICT support using video as a tool.
2. To provide guidelines for training and pedagogical updating of teachers in the use of video as an educational resource. 3. To make reasoned proposals to support integration of video in education. 4. To create innovative educational content in video format by the teaching staff and students, 5. To promote designs of educational activities and to foster collaborative work strategies that can transcend the walls of conventional classrooms through the use of video. |
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We hope that our significant experiences in the use of video in the educational context in general and in Erasmus + program in particular, collected in this guide will help other teachers who want to enter the video medium when designing their teaching practice.