After reflecting on what other authors have contributed to the functions of video use in educational contexts, their methodology and the references that come from Europe about the need for media and audiovisual literacy, we conclude that, for the production of a video within the teaching-learning processes, we must define two large blocks or sections for the use of video in formal education: pedagogical issues and technical issues for the production of videos in the teaching-learning processes . These two sections are interrelated and depend on one each other.
The symbiosis of pedagogy and technique is determinant to obtain positive results in the learning outcomes and competences acquired by students. On the one hand, whether the video is produced by the teacher or by the students themselves, we must always take into account the learning objectives, the methodology, the evaluation process with video or through video, etc., if these are not clear and defined, the introduction of video as a didactic tool will not have the expected benefits. On the other hand, if the output does not offer a minimum of technical quality in terms of script, recording, editing, image, sound, etc. that clarifies the viewed message, we will also be failing in terms of the positive results in the teaching-learning processes that video could bring.
Therefore we consider that it is very important to take into account the two structural sections that comprise it for the production of a video in educational contexts as part of the teaching process: pedagogical issues and technical issues.
The symbiosis of pedagogy and technique is determinant to obtain positive results in the learning outcomes and competences acquired by students. On the one hand, whether the video is produced by the teacher or by the students themselves, we must always take into account the learning objectives, the methodology, the evaluation process with video or through video, etc., if these are not clear and defined, the introduction of video as a didactic tool will not have the expected benefits. On the other hand, if the output does not offer a minimum of technical quality in terms of script, recording, editing, image, sound, etc. that clarifies the viewed message, we will also be failing in terms of the positive results in the teaching-learning processes that video could bring.
Therefore we consider that it is very important to take into account the two structural sections that comprise it for the production of a video in educational contexts as part of the teaching process: pedagogical issues and technical issues.