Video

Video

Richard Caladine (University of Wollongong, Australia)
Copyright: © 2008 |Pages: 24
DOI: 10.4018/978-1-59904-732-4.ch009
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Abstract

Television and video have been used as teaching resources for almost as many years as they have been around. Some television programming and some video productions have been aimed directly at students, some have been partially intended for teaching and learning, and others have been not intended for this use at all. However, the intention of the maker of the program often has little correlation to the use of the program in teaching and learning. Television and video have provided opportunities for teachers to place moving images and sounds in front of students. The programs may have been of rare or dangerous events, interviews with people from other parts of the world, be they leaders, experts, or others. The benefits of the use of video in the classroom can be optimized through integration. Rather than simply screen a video or tune into a television broadcast, good teachers have always integrated these into the curriculum through devices such as worksheets, briefing, and debriefing activities.

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