Video

App: Camera

Cost: Free

Device: Most smart devices

SAMR Model: Redefinition

App Map Score: Here

Participatory Literacies Score: Here

Description

The video function on a device is a tool that students can use to engage in learning materials in a 21st century way. Students can be given a prompt or criteria and take videos in the real-world setting, or create a video to meet the activity's criteria. The videos can be shared in a multitude of ways-- including leaving as is on the device, sharing on social media, Google, email, YouTube, or a multitude of different ways. Students could edit the material using movie editing software or a movie editing app.

Differentiation

The video function on a device offers many meaningful ways for differentiation. Students can be given individual assignments where they can be asked to meet different criteria. This is a great way for students to apply their knowledge in a 21st century context which would allow them to use creativity and higher order thinking skills to meet criteria. Students could create a video based off of a book, recreate a story from a different point of view, in a different setting, or using other critical literacy techniques (ie: how would the story look if the main character was female instead of male? What if the dog in the story was actually a monkey?)

Videos are also a great way for students to build writing skills. Students may write scripts, edit the scripts, and practice reading them fluently and with expression. Students who are EL may use the video function to practice explaining their thoughts or knowledge instead of getting caught up on writing it correctly. This may also benefit students who are in Special Ed, especially those with Autism Spectrum Disorder.

Comprehension

The video function is a meaningful tool to increase comprehension. Teachers can use student videos to drive instruction. Teachers can assess how students are comprehending material based on their ability to meet the video prompts. Students can build comprehension skills by taking the information they learned and applying it in a real-world, creative context. Students can increase comprehension by self-assessing or reflecting on their creations, and editing or re-doing as they see necessary.

Students can also build comprehension through their video planning. When reading a script aloud, the writer or actor may realize parts of the script do not make sense or do not fit together. They can then edit their writing and change that part in their video.

Possible Downfalls

Students may get distracted by taking silly videos. One way for this to be avoided is giving them time to take those videos either at the beginning of the lesson or when introducing the video function. Teachers will need to set expectations and guidelines based on their class.

Video editing software may be tricky. Students may need adult guidance when approaching this or time to play around and practice using it before creating a final project.