Using Audio and Video in the Classroom
 Using technology in any lesson is not an easy process; it takes time and careful thought—in other words, ‘good enough’ can’t work. When Jin, for example, says that the ‘good-enough’ principle didn’t work, he means that he didn’t know exactly what he was looking for and what he settled for as 'good-enough' really wasn't that; he probably underestimated how much time it takes and how difficult it is to find good video resources. When you want to integrate videos into your classroom, it is important to be well prepared; have a plan and don’t try to put it all together at the last minute! |
back to...Jin's case study |
Where can I find good AV resources?
One place to start looking for relevant video resources is in your own school; many library collections include videos. The benefit of this is that you can be confident these videos will be appropriate to show students (in terms of their content) and you will more easily be able to see where these videos fit into the curriculum. On the other hand, however, keeping these video resources up-to-date can sometimes be a challenge, so this must be kept in mind when deciding on whether or not the resources are suitable.
Local libraries and local language community organizations may also have video resources that can be used in the classroom.
In addition, the internet can be an excellent place to look. There may be videos that can be directly downloaded and used in the classroom, or the teacher might find links to organizations that sell and/or loan videos in the target language. Unlike the school library, where the resources will be screened for suitability, it is up to the teacher to ensure that whatever they retrieve from the internet is suitable for their students and can be shown without copyright infringement.
What are some tips for using AV effectively?
First and foremost, the teacher must always preview the audio/video before presenting it to students. In this way, the teacher ensures there are no surprises when it comes to inappropriate content; as well, the teacher may realize that only sections of the audio/video are useful, and can adapt accordingly.
To ensure the class goes smoothly, the teacher should ensure all the technology is working properly; for example, if a DVD player and overhead projector are needed, make sure they work with your video so there are no issues during class. Even the smallest “technological issues” can take up valuable class time, and allow the students to disengage from the lesson. This also means that if equipment needs to be booked, the teacher should do this well enough in advance; this way, if equipment isn’t available for the day the teacher had hoped for, the plans can be changed accordingly.
For a lesson involving AV to be a valuable use of class time, students need to be engaged the whole time. This means they need to be doing more than just watching or listening; when they have to take notes, make a chart, answer questions, etc. they are more likely to focus their attention on the AV and will know the teacher is expecting them to be able to work with the information presented to them.
Finally, the teacher should reflect on the AV before and after the lesson. Before the lesson, ask yourself whether or not the video or audio adds to student understanding, or if it was just ‘an extra’. Also, determine how you will integrate the information the audio or video gives—will there be a class discussion, an activity to follow, homework, etc. After the lesson, the teacher should reflect on the whole process;
- Was the video or clip a good one to use?
- How did students respond to the clip?
- Were the students engaged in the viewing activity?
- Did the lesson go smoothly ?
- Was too much time used trying to organize the equipment?
By reviewing these and other points, the teacher can effectively analyze the use of AV materials and make changes for the future, if needed.
How can AV resources be used to teach culture?
Videos are an excellent way to expose students to the culture of the target language. This is especially true in a foreign language setting, where students will rarely or never be exposed to the target language and therefore that language’s culture outside of the classroom. Using videos to show culture will take some work on the part of the teacher, but the benefits to students are great. The teacher will need to find a movie or TV show from the target language. NOTE: it is important that this movie or show not simply be dubbed into the target language, but that it originates from a country in which the target language is actually spoken.
Once a suitable clip has been found, the teacher needs to prepare an interactive activity for the students to complete while watching the clip. This is perhaps the most important part of the AV activity; students need to be engaged with the media in order to gain knowledge from it and thereby learn more about the culture(s) associated with the target language. The internet can again be a very valuable resource for finding useful culture clips. The teacher should try to find clips that show a variety of cultural elements that are different from those of the students; for example, a video showing a typical family, the type of home they live in, their eating habits, daily routines, the manner in which they interact with one another, etc.
What are some viewing activities for my students to complete?
Traditional Viewing Guide: Create a list of comprehension questions that match the informational sequence of a film. Give students a few minutes to study questions and then ask students to complete the guide as they view the movie. This strategy requires students to actively respond to the material and helps to prepare them for post-viewing activities.
Graphic Organizer: Prepare a chart with topical headings, leaving empty space for students to record main ideas as they watch a movie. This strategy effectively focuses students on steps in a process, helps them organize large amounts of data, and provides a structure for analyzing relationships.
Collaborative Group Viewing Guide: Divide the content of a film into different topics (how many will depend on the length and content of the video and the number of students in the class), list several comprehension questions under each topic, and divide the class into groups, one group per topic. Each group focuses on one specific topic. After the film, each group meets for 10 minutes to discuss their topic and formulate a response. Finally, groups share information with the rest of the class.
Jigsaw Viewing Guide: Divide the content of the video into five main topics, divide the class into five home groups, and have students within each group count off from one to five. Form new groups by number, that is, all number ones move and sit together to view the film and focus on topic one, all twos sit together and focus on topic two, and so forth. After the film, individuals discuss their topics and then return to home groups to teach their topic to that group instead of reporting to the full class. Note: the number of groups may have to be changed depending on the content of the video and the number of students in the class.
The above viewing activities have been adapted from Kim Richardson and Fay Glosenger, Juniata College, Pennsylvania.
Why use video in the classroom?
http://www.thirteen.org/edonline/ntti/resources/video1.html
Using Video in the Classroom
http://www.libraryvideo.com/articles/article13.asp
Enhancing Video Use in the College Classroom
http://www.magnapubs.com/products/0806tpff.html?s=jrj&p=MFCFEZ