Teaching and Learning with Technology
Video Technologies
Chapter 10
Teaching and Learning with Technology
 Allyn and Bacon 2002
Video in Teaching and Learning
• Motion video, whether in traditional or digital
format, can bring content to life. It can
• Bring distant, imaginary, or simulated places
into the classroom
• Bring history to life
• Reinforce instruction
• Motion video can also
• Disengage learners
• Encourage passive learning
Teaching and Learning with Technology
 Allyn and Bacon 2002
Traditional Video Technologies
Broadcast Video
• Television images delivered via terrestrial and
satellite equipment
• Programs are uplinked to satellite and then
downlinked to receivers
• Commercial TV and educational TV (PBS)
may offer useful educational programming
• Local learning channels (ITV) offer targeted
educational programming for a district
Teaching and Learning with Technology
 Allyn and Bacon 2002
Traditional Video Technologies
Broadcast Video
• Programs are typically high-quality
productions too expensive for a educational
alone to produce
• The synchronous nature of TV can be difficult
to use in the time-restrictive classroom setting
• Time limitations may be overcome by
recording broadcasts if copyright permits
Teaching and Learning with Technology
 Allyn and Bacon 2002
Traditional Video Technologies
Narrowcast Video
• Video signals targeted to a specific audience
• Instructional Television Fixed Service (ITFS)
is a terrestrial system via microwave from
broadcast locations to schools
• Require line-of-sight to transmit which may
not be possible in some districts
• Dedicated video network for a school system
Teaching and Learning with Technology
 Allyn and Bacon 2002
Traditional Video Technologies
Closed Circuit TV
• Once a television signal is received by a
school, it may be distributed internally via
CCTV
• Coaxial cable connects all school monitors to
the school channel
• CCTV can also be used for sharing in-school
video productions by students
Teaching and Learning with Technology
 Allyn and Bacon 2002
Traditional Video Technologies
Cablecast Video
• Cable TV companies typically offer a channel
for schools or public use
• Cable may be connected to the schools
CCTV system
• Quality cable television shows (CNN,
Discovery, Learning Channel) can be easily
incorporated into classroom instruction
Teaching and Learning with Technology
 Allyn and Bacon 2002
Traditional Video Technologies
Recorded Video
• Because it is asynchronous, this format is the
format of choice for schools
• Video Cassette Recorders (VCRs) playback
video recorded on VHS tape
• Tapes may prerecord programs that occurred
at inconvenient times or may be commercially
prepared
• Playback, copyright permitting, can be easily
scheduled into classroom time
Teaching and Learning with Technology
 Allyn and Bacon 2002
Traditional Video Technologies
Recorded Video
• A single large monitor or multiple smaller
monitors provide viewing from all parts of the
classroom
• Many digital projectors can also accept VCR
input for large group projection
• Camcorders can also record video images of
class or instructional activities for later VCR
playback
Teaching and Learning with Technology
 Allyn and Bacon 2002
Traditional Video Technologies
Video Discs
• Optical discs which can hold 30 minutes of
analog recording on each side
• Require a video disc player attached to a
monitor
• Allowed direct access to each frame of the
video so short segments could be easily
found and played
• Now mostly replaced by DVDs but many are
still available in school media centers
Teaching and Learning with Technology
 Allyn and Bacon 2002
Digital Video Technologies
Digital Video Basics
• Digital video images allow for limitless editing
• Instructional annotation can be added to any
frame
• Frames may be rearranged for better
instructional emphasis
• Digital video can be added to many digital
files (presentations, web sites, etc)
Teaching and Learning with Technology
 Allyn and Bacon 2002
Digital Video Technologies
Digital Video Basics
• Digital video can be taken with a digital video
camera or can be converted from analog
video
• Full motion digital video files are very large
with 3 minutes of video requiring 1 gig of
storage
• Video compression helps remedy the file size
problem
Teaching and Learning with Technology
 Allyn and Bacon 2002
Digital Video Technologies
Digital Video Basics
• Compressed files require video compression
playback software such as MS Media Player,
Real Player, and Quick Time to decompress
and playback video
• AVI, MPEG, and MOV are the most popular
compression formats
• Check players to be sure which formats they
can handle
Teaching and Learning with Technology
 Allyn and Bacon 2002
Digital Video Technologies
Digital Versatile Discs (DVDs)
• DVDs can store up to 10.5 gigabytes of digital
video on each side
• DVD storage also allows for frame-by-frame
play back in real or slow motion
• DVDs also offer direct access to any frame or
sequence for targeted replay in the classroom
• DVD-Rs which allow recording on DVD are
just entering the market
Teaching and Learning with Technology
 Allyn and Bacon 2002
Digital Video Technologies
Digital Video Capture
• Analog video can be converted to digital via a
video capture expansion card
• External jacks on the card allow analog video
input from VCR, cable, etc.
• Card captures, compresses, and stores the
video on the computer’s hard drive
• Video editing software makes it possible to
edit captured video
Teaching and Learning with Technology
 Allyn and Bacon 2002
Digital Video Technologies
Digital Video Cameras
• Capture and store moving images as digital
files rather than on VHS tape
• Digital files can then be downloaded to
computer and adjusted with editing software
• Video clips can then be played back on
computer monitors or projected via displays
• Clips can also be inserted into presentations,
email, etc
Teaching and Learning with Technology
 Allyn and Bacon 2002
Digital Video Technologies
Digital Video Editing
• Video editing requires either dedicated
hardware or software for a computer
• Editing hardware offers maximum editing
capabilities but is expensive so it is usually
used for class or business video production
• Editing software can run on a PC but it
typically does not have high-end editing
features such as special effects
Teaching and Learning with Technology
 Allyn and Bacon 2002
Digital Video Technologies
Compressed Video Systems (CVS)
• Live compressed video images are transmitted
but the large files require significant bandwidth
• CVS are dedicated, often room-size systems
that are designed to use high-speed,
broadband phone lines leased for their use
• CVS include video cameras, monitors,
microphones and codecs at all locations.
• CVSs offer real-time, interactive live video
interaction to all locations with a CVS in place
Teaching and Learning with Technology
 Allyn and Bacon 2002
Digital Video Technologies
Internet Video
• Live compressed video images can also be
transmitted across the Net
• Images are not as clear or steady as with a
CVS
• Internet video broadcasts (webcasts) offer
streaming video to shorten wait times
• With emerging compression technologies,
interactive Net video will more useful for
schools
Teaching and Learning with Technology
 Allyn and Bacon 2002
Digital Video Technologies
Live Cams
• Live cameras connected to computers logged
into the Internet offer live digital video feeds
• Many live cams are focused on subjects of
educational interest
• Students can view live cams by visiting the
website that features the live cams images
• Some live cam sites are questionable so all
must be carefully previewed before using
Teaching and Learning with Technology
 Allyn and Bacon 2002
Digital Video Technologies
Internet Meetings
• Live digital video across the Net can also be
used for virtual meetings
• Meeting software may include not only video
and audio, but also shared work space, a
shared virtual electronic whiteboard, and chat
• Educators can adapt meeting software to let
students interact and work collaboratively with
their peers around the globe
Teaching and Learning with Technology
 Allyn and Bacon 2002
Video in Teaching and Learning
• Videos are an invaluable teaching tool
• Video can alter time through slow-motion
replays or time-lapse photography and by
simulating historical or future events
• Video can alter space by visually transporting
viewers to other locations
• But videos are not of equal quality so they
must be fully reviewed and carefully evaluated
before using them in the classroom
Teaching and Learning with Technology
 Allyn and Bacon 2002
Video in Teaching and Learning
Creating Videos
• Teacher-made and student-made videos can
offer creative learning opportunities and result
in useful instructional support materials
• When creating videos
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•
•
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Storyboard to prepare for recording
Use the full potential of motion
Use time on image effectively
Vary shots to maintain interest
Teaching and Learning with Technology
 Allyn and Bacon 2002
Video in Teaching and Learning
When editing videos
• Re-sequence images if necessary
• Add annotation, text frames, or special effects to
enhance and clarify content
• Add credits
• Caveats when creating videos
• Remember parental permission is required when
images of students are used in a video
• Be aware of district guidelines for video taping
• Copyright laws always apply
Teaching and Learning with Technology
 Allyn and Bacon 2002
Video in Teaching and Learning
Implementing Video
• Preview the entire video before showing it
• Prepare for showing by
• Checking equipment
• Checking the environment (lighting, sound,
seating) for viewing
• Engage the learner
• Review concepts and discuss objectives
• Use a video study guide
• Be ready to pause the video for discussions
Teaching and Learning with Technology
 Allyn and Bacon 2002
Video in Teaching and Learning
Implementing Video
• Be aware of both factual and emotional content
• Anticipate possible student reactions
• Provide preliminary and post video discussion
time
• Watch reactions
• Remember to follow Fair Use guidelines when
showing video in class
Teaching and Learning with Technology
 Allyn and Bacon 2002