Assessment
1: Embedded Task 3 - Reflection on Video
1. A
school classroom has a variety of technology modes to select from to support
student learning. One key mode is the use of a video recording device. This is
a valuable piece of technology as it has the power to catch and replay moments.
This allows teachers and students to be able to share these moments with others,
which could be peers or even to people all around the world. Once a video has
been captured it generally has a single author. However when the video is
uploaded onto the internet it goes from being authored by a single person to multiple
authors. This result occurs as anybody has the power to share it with others,
keep it, edit it and repost it. There can be barriers put in place called privacy
settings to restrict this occurring, yet whoever has been granted the
permission to see it has that same power.
To make a video you need a camera because
it is a visual copy with the choice of audio. Without the visual feature this
is not considered a video. Anybody that has basic access to technology devices can
watch a video with the right equipment and software, such as it can be
assessable on laptops, smartphones, TV’s and/or cameras. A video can vary in
difficulty for use as watching it can be easy but creating, editing and
publishing demands a higher level of knowledge.
2. Videos
allow students a greater opportunity for learning as they can be pushed to
higher levels of individual learning. Depending of the curriculum being taught,
a video can sometimes be just as effect as a teacher. Having classrooms utilise
this technology can allow students to branch out and use their higher levels of
thinking. This technology mode can support teachers to individually cater for
their students and their level of ability. For example, some students may need
one-on-one support with a teacher, while other students in the class may be
able to gain an understanding watching a video clip. The use of video within school requires the
support technology required to view the video as a class, such as playing it on
the overhead projector. This technology
isn’t cheap but when money is invested into this equipment, only positive
outcomes can be seen to grow. As much of
the world continues to rely heavily on technology, it is the expectation that
students learn how to use it early in life so that they are set up for a
successful future.
3. I
would utilise this technology in a PE environment by using videos of other
sporting players or games to analyse skills, game play and positioning. By
capturing video of students performing a skill, allows them to be able to watch
themselves which gives them the opportunity to analyse and correct their
technique. Instead of the teacher or coach addressing these areas in feedback,
a student may correct themselves which takes a higher level of analytical thinking.
Scenario 1:
A teacher gets the students to film themselves performing a skill and then sends
the video to them instead of showing the teacher the skill in person. On the
SAMR model the substitution level is being used because the skill has no
functional change but how they provide the teacher with the given task has been
substituted from ‘in person’ to a video copy. This is using the lower range of
Blooms Taxonomy scale such as; knowledge and understanding to complete the
given task.
Scenario 2:
The students use their video and edit it, modifying the speed, angles, writing,
audio, colour and/or trim. In this activity the students are at the augmented
level of the SAMR model, which on the Blooms Taxonomy scale is the applying
level. This task is within the middle level on the Blooms Taxonomy scale as the
students already have the understanding and knowledge of the task and are now
at the applying stage.
Scenario 3:
The teacher gets the students to post their video and share with the rest of
their peers. Here they can comment and analyze each other’s post. By uploading
the video onto the internet, people from all around the world can also compare
their skill to the one that is performed in the video. This allows the students
to see a greater range of people performing the same skill and the technique
they use. As this opportunity includes people from different age groups, gender
and/or level of physical ability, this broadens the range. All these factors
influence how a person may perform a skill. By having the activity created in
such a way, the modification level is being used in SAMR model, which draws
from the analyzing and evaluating level of the Blooms Taxonomy scale.
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