What+pedagogical+advantages+does+Video+Production+offer?





Constructivism
Firstly, it is important to recognise the philosophy that underpins Video Production (VP) which is constructivism. Papert’s view of constructivism is that knowledge is ‘doing’ in a context which continually changes; where the role of context, uses and media are central to teaching and learning. In rethinking education in the digital age he argues that “ideas get formed and transformed when expressed through different media, when actualised in particular contexts, when worked out by individuals.”

Constructivism, in relation to technology, is also summarised by Jonassen (2000), Roblyer (2003) and Sandholtz, Ringstaff and Dwyer (1997), among others. Basically, they believe a constructivist teacher is one who designs the learning environment, and most learning activities, to be as student-centered as possible; where the goal is that their students work is active, constructive, cooperative, authentic and intentional (ibid.).

A pedagogical shift
With today's advanced technology and rapid change, our students are growing up in a very different world than many of their teachers. Students today want to be part of the learning process rather than simply being observers; hence, the more traditional teacher-centred model of education is making room for student-centred learning. Research into how people think and learn (Bransford, Brown & Cocking, 1999; cited in ibid.) support the need for student-centred pedagogical approaches which calls for active student engagement in the learning process, providing opportunities for students to construct their own information and understanding of concepts.

It is important that we find the right balance between teacher and student-centred learning when using VP. This will be dependant on many factors, which include: students prior knowledge and experience with VP; students knowledge on the subject and access to recording devices and software to name a few. Some students will require more teacher assistance and guidance, to progress, than others. Planning, being prepared and knowing your students is what makes all the difference.

Spratt & Lajbcygier reiterate that "technology requires human intervention in design and instruction to assure strong student engagement in networked settings... where deliberate activities are necessary to promote and support interaction among course participants."

Hofer, M. & Owings-Swan, K. (2005) advocate a content-first approach to technology integration. In this view, technology is seen as a tool that can provide unique challenges and opportunities to teaching and learning in specific subjects.

Advantages in effective use of video production 
 
 * Facilitate shared learning, encouraging conversations with peers, whanau and the wider community.
 * Elaborate on or extend students current knowledge; hence, making connections to prior learning and experiences. All students will have some connection with VP, one way or another, through watching TV, DVDs, youtube, going to a movie etc. Also through using their mobile phones or digital cameras to take footage.
 * Encourages learning conversations as VP will be new to many students; hence as they engage in their projects they will build the language they need to progress
 * Reinforces skills and knowledge through teaching peers
 * VP has the potential of being an effective tool providing many opportunities to learn as students collaborate, engage, practise, share and transfer new knowledge and skills (NZC, 2007).

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