Video: Difference between revisions
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Peter Bishop, Memorial University of Newfoundland | Peter Bishop, Memorial University of Newfoundland | ||
==Definitions and background== | ==Definitions and background==Videos, video and audio recording, which can be made available for students (Hamad Odhabi and Lynn Nicks-McCaleb, 2011) have been used in teachers’ classrooms since the 1950s for communication (Otrel-Class, Khoo, and Cowie, 2012). Videos are classified into two types, synchronous and asynchronous (Grifiths and Graham, 2010). Griffiths and Graham described synchronous video, or live-stream video, as video that allows for face-to face interactions among users by way of high-speed internet. Asynchronous video is described as pre-recorded video, which allows teachers and students to record information and send it at anytime (Griffiths and Graham, 2010). | ||
Video has been used in classrooms, including the classrooms of Physical Education (Weir and Connor, 2009), Mathematics (Cihak and Bowlin, 2009), Science (Otrel-Cass et al., 2012), History (Zahn and Krauskopf, 2012), and Language Arts (McKenney and Voogt, 2011). As video technology continues to develop, it is being used more and more in classrooms (Hung, 2009). In fact it has become a normal tool for curriculum enhancement (Hung, 2009). | |||
==Affordances== | ==Affordances== | ||
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Video
Peter Bishop, Memorial University of Newfoundland
==Definitions and background==Videos, video and audio recording, which can be made available for students (Hamad Odhabi and Lynn Nicks-McCaleb, 2011) have been used in teachers’ classrooms since the 1950s for communication (Otrel-Class, Khoo, and Cowie, 2012). Videos are classified into two types, synchronous and asynchronous (Grifiths and Graham, 2010). Griffiths and Graham described synchronous video, or live-stream video, as video that allows for face-to face interactions among users by way of high-speed internet. Asynchronous video is described as pre-recorded video, which allows teachers and students to record information and send it at anytime (Griffiths and Graham, 2010). Video has been used in classrooms, including the classrooms of Physical Education (Weir and Connor, 2009), Mathematics (Cihak and Bowlin, 2009), Science (Otrel-Cass et al., 2012), History (Zahn and Krauskopf, 2012), and Language Arts (McKenney and Voogt, 2011). As video technology continues to develop, it is being used more and more in classrooms (Hung, 2009). In fact it has become a normal tool for curriculum enhancement (Hung, 2009).
Affordances
Constraints
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