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Chapter 6 - Selecting & Integrating Resources: Video in the Classroom 197

Chapter 6

Selecting & Integrating Resources:Video in the Classroom

I recorded the Lewis and Clark video series off PBS, can I use it or do I have to buy it?

We're considering a video service such as Channel One. What are the pros and cons of using a commercial service?

Students don't seem to remember the things they see in the videos I show. How can I help increase their learning when viewing videos in class?

After completing this chapter, you’ll be able to:

• Definevideo.• Discussstrengthsandlimitationsofvideouse.• Distinguisheducationalfrominstructionalvideo.• Compareandcontrastdifferenttypesofvideostorage

anddeliverysystems.• Describevariouswaystodistributevideo.• Applyguidelinestoclassroomactivities• Discusswaystointegratevideointoyourclassroom.

Videoinvolvesthepresentationofimagesonascreen.Itusuallyincludesaudioplayedthroughsometypeofspeakersystem.Inthepast,thecathode-raytubewasusedasameansofviewingvideo,butrecentlyflatscreensandprojectionsys-temshavebecomepopularwaystoviewvideo.Ingeneralwhenpeoplethinkaboutvideo,thetraditionaltelevisioncomestomind.Televisionisusuallythoughtofasmovingpicturesac-companiedbyanaudiotrack.Signalsaretransportedoverwire,cable,and/orthroughtheairtobereceivedanddisplayedonatelevisionreceiver.

Wefirstthinkoftelevisionasatechnologyfordisplayingmotionandsound,butitcanalsodisplaystillimages.Infact,televisionisactuallydisplayingstillimagesallthetime,wejust

Treehouse Tip

Video involves the pre-sentation of images on a screen.

Building Treehouses for Learning: Technology in Today's Classrooms198can’tseethem.Similartofilmtechnology,televisionreceiversdisplayaseriesofstillimagesinsuchrapidsuccessionthattooureyeitappearsasmotion.Becausetelevisiontechnologyispoweredbyalternatingelectricalcurrentat60cyclespersec-ond,televisionimagesareformedonthescreenatarateof1/2picturepercycle,therebygiving30full,stillimagesonthescreenpersecond.Weseemotion.

Televisionprogrammingisrecognizedforassistingclass-roomteachersinconveyingdifficultinformationandsubjectmattertotheirstudents.Itcanalsosupplementclassroomsthathavelimitedresourcesbybringingtothemeventsandmaterialsthatotherwisewouldnotbepossible.Atafundamentallevel,televisionprogrammingcanprovidestudentswithoutsidestimulation,broadeningtheirworldandextendingtheircom-monalities.PBS(PublicBroadcastingSystems)isprobablythebestknownproviderofvideointheclassroom;however,manycablestationsareincreasinglyinvolvedwithprogrammingforchildrenandyoungadults.Figure6-1showsascreenfromthemainpbswebsiteandthechildren'ssectionatpbskids.Likemanyvideoproviders,PBSusestheirwebsitetoprovidepro-gramminginformationaswellasstudentandteacherresources.

Strengths and Limitations of Video TechnologyDuetoitsease-of-use,affordability,andreliability,televisionusehasbecomeoneofthemostoften-usedtechnologiesintheclass-room.Itsfundamentalstrengthistoconveymotionsequences.Itcanbringremoteexperiencesfromallovertheworldandbeyondbackintothelearningenvironment.Studentscanvisitothercountriesandstudythecultureofotherpeoples.Throughreenactmentsanddramatizations,viewerscanbementallytransportedintodifferenttimesanddifferentworlds.Theme-diumcanalsobeusedtodisplayfictionaleventsandscenarios

Treehouse Tip

Video can bring the world into the classroom.

Figure 6-1a,b. PBS website. - http://www.pbs.org

Chapter 6 - Selecting & Integrating Resources: Video in the Classroom 199thatcanbeusedtohelplearnersexploretheirfeelingsandat-titudesaboutsituations.

Videocanbeusedtosparkstudentstoposesolutionstopracticalandtheoreticalproblems.Throughmotion,televisioncandisplayanynumberofprocesses,showingthelearnerexact-lyhowsomethingisdone.Learnerscanbeshownaspecificskillbyanexpert.Itcangivethemaclose-up,first-handview,andshowthemimportantdetailsasinamicroscopicviewofcell-lifeorasurgicalprocedure.Viewsfromextremedistancescanalsobeshown,suchaswhenatelescopiclensisusedtoshowdistantviewsofanotherplanetaryobject.

Thetechnologycanalterthetimeframeofevents.Itcanbeusedtoanalyzethemovementsinatumbler’ssomersaultbyslowingthingsdown(slowmotion),orspeedeventsup(time-lapse)inordertowatchabutterflyemergefromitscocoon.Animationcanbeincorporated,alteringbothtimeandspace,tosimulatemovementorgivemovementtoinanimateobjects.Televisioncanprovideasafeobservationdistancebyphysicallyrelocatingthelearnerawayfrompotentialdanger.Theviewercanobserveanexplosivechemistryprocedureortravelinsideatornado.

Alongwiththemanystrengthsoftelevision,therearealsoafewlimitations.Thedisplayofstillimagesforlonglengthsoftimedoesnotworkwell.Formanydistributionsystems,theviewerhaslittleusefulcontroloverhowthematerialisviewedotherthanchangingthesoundlevelorturningitoff.Televisionprogrammingcanleadtomisinterpretations,eitherintentionalorunintentional.Inaccuratedocumentarypresentationscanbetakenasabsolute.Briefclipscanbeeditedandplacedwithinsequencestogiveinaccuraterepresentations.

Attheclassroomlevel,althoughsomeschoolshavetelevi-sionreceiversorsomeothertypeofdisplayequipmentinev-eryclassroom,manyteachershavetogothroughthelogisticsofschedulingandmovingequipmentintotheirclassroomsormovingtheirstudentstoanotherlocationforviewing.

Theequipmentnecessaryforthereceptionandrecordingoftelevisionisavailableatarelativelylowprice;however,thecostofproducingqualityprogrammingcanalsobealimitingfac-tor.Moreoverwhenschoolsdoinvestintheneededequipmenttodoprofessionalproduction,theyareoftenunabletocommitenoughpeople,timeandotherresourcesfortheeffectivedesignanddevelopmentofqualityprogramming.

Educational and Instructional TelevisionAlthoughoftenusedalmostinterchangeably,thetermseduca-tional(ETV)andinstructionaltelevision(ITV)refertodifferenttypesofvideoprogramming.Educationaltelevisioncanbeany

Treehouse Tip

Use video to show slow motion, time-lapse and any teaching situation that requires motion.

Internet Connection

Television History Sites

Early Televisionwww.earlytelevision.org/

History of TelevisionCanadawww.historytelevision.ca/

Media Historymediahistory.umn.edu/

Museum of Televisionwww.mztv.com/

Television42explore2.com/teevee.htm

Television Historywww.tvhistory.tv/

TV Acreswww.tvacres.com/

Building Treehouses for Learning: Technology in Today's Classrooms200typeofprogramthatisusefulinaclassroom.ThereareawiderangeofexamplesincludingaPBSdocumentary,aNational Geographic special, a segment of CNN news,partofaprogramon the Discovery Channel,orevenaparticularepisodeofanypopular"prime-timeprogram".Educationalprogrammingsuchasapopularchildren’sshowlikeSesame Streetoran“after-schoolspecial"areoftenusedinaclassroom.Educationaltele-visionisanyprogrammingthatcontributestotheclassroomteachingevent.Figure6-2showsscreensfromthepopularseriesNOVA.Fourofthehealth-relatedprogramsarecurrentlyavail-ableonline.

Instructionaltelevisionisasubsetofeducationaltelevision.Itisprogrammingthathasbeenspecificallydesignedandde-velopedforuseinschools.Programsareproducedforacertaincurriculaareaorareas,aimedataspecificlevelofstudent,anddevelopedtomeetspecificclassroomneeds.Theyhavedefiniteinstructionalobjectives.Inaddition,instructionaltelevisionislikelytobeaccompaniedbyteacherguides,studentmaterials,andotherprintedresources.

Manylocalpublicbroadcastingaffiliates(PBSstations)broadcastinstructionaltelevisionprogrammingduringtheweekdayschoolhours.TheyoftensetuparegionalITVconsor-tiumandemployaschoolliaisonstaff-member.ThesegroupspromoteandfacilitatethelicenseandpurchaseofITVprogram-mingandmaterialsformemberschools.

Treehouse Tip

Educational television is any programming that contributes to the teach-ing/learning environment.

Figure 6-2. Nova. - http://www.pbs.org/wgbh/nova/programs.html

NO

VA


Reading Rainbow(pbskids.org/readingrainbow/)isapopularinstructionalprogramthatusesachildren'sbookasthefocalpointforeachprogram.Ateacherguideprovidesspecificclassroomactivitiestogowitheachprogram.Thepro-gramschedules,someofthelessons,andstudentprojectscanbefoundattheirwebsite.OtherprogramssuchasBetween the LionsandCliffordalsohavewebsites(seeFigure6-3).

Transformation of Video TechnologyOverthepastthirtyyears,manydifferentvideostorageanddeliverysystemshavebeenusedbyeducatorsincludingolderanalogtechnologies,digitaldiscstorage,andnetwork-basedsystems.Duringthistime,mostvideohasshiftedfromtheana-logtothedigitalformat.

Thevideoandaudiocontentwithinoldersystemssuchasatraditionaltelevisionandvideotapearestoredinananalogpattern.Analogdevicesrepresentdatawithacontinuoussignal.Transferringvisualandaudioinformationfromanalogtodigitalinvolveschangingthecompositevideosignalintoaseriesof1sand0sthatcanbereadbycomputersandotherdigitaldevicesfoundoneverythingfrombigscreentelevisionstohandhelddevicessuchascellphonesandiPods.

Older Video TechnologiesUntilthelate1970s,16mmfilmswerethepredominatemotionpictureformatforschools.Inthe1980sand1990s,videocassettetechnologydominatedtheeducationalvideoindustry.Althoughtherewereseveralvideocassetteformats,themostpopularforbothlocalproductionandthedistributionofcommercialvideoprogrammingwas1/2"VHS(VideoHomeSystem).

Treehouse Tip

Instructional television is specifically designed to meet a specific learning objective.

http://pbskids.org/lions/ http://pbskids.org/clifford/Figure 6-3a,b. PBSKids website.

Building Treehouses for Learning: Technology in Today's Classrooms202Inthelate1980sandearly1990s,laserdisctechnologyswept

throughschools.Thisopticaltechnologyprovidedhigherqual-ityimagesthanthosefromvideocassettetape.These12inchplatterscontainedtext,graphics,colorphotographs,animatedmovies,audio,andmotionvideo.Laserdiscsoftenaccompa-niedscienceandsocialstudiestextbooks.Thesedevicesarestillfoundinsomeclassrooms.

Analog to Digital Video TechnologyDigitizingvideoisaprocedurewherebyananalogvideosignalfromaVCRorcameraisfedintoacomputerthroughavideo-capturedevice.Thisvideodigitizingdeviceorporttogetherwithitsdigitizingsoftwareconvertstheanalogsignaltoadigitalform,sothattheimagescanbestoredanddisplayedbythecomputer.Theprocessfordigitizingvideousescompres-siontechniquestoreducethevideofilestoamanageablesizeforbothstorageanddisplay.Videofilesareautomaticallycom-pressedastheyarecapturedandthendecompressedbyplay-backsoftware.Whenyouhearpeopletalkabout"QuickTime"moviesorstreamingvideo,they'reworkingwithdigitizedvideo.

Digitizedvideohassomeinherentadvantagesanddisad-vantages.Digitalvideocanbedisplayeddirectlyonthecomput-erscreen.Processingofdigitalvideo;thecapture,conversion,andplaybackofthesignal,requireslargeamountsofRAM,lotsofdiskstorage,andhigh-powerprocessingcapacity.

Evenwithplentyofcomputingpower,largefilesencounterslowedtransferrates.Itisdifficulttodisplayfull-motionvideo,full-screen,atthe30frames-per-secondonoldercomputers.Therefore,digitizedvideoisoftenshowninimageareaslessthanfull-screen;half-screen,quarter-screenorsmallerimagesareusuallyemployed.Manydigitalmoviesrunatlessthan30-frames-per-second,resultinginachoppyorjerkyappearance.

Evenwithalltheselimitations,therearesomedistinctstrengthstothisvideoformat.Digitizedvideocanbeeasilymanipulated;digitalmoviescanberesized,recolored,moved,copied,etc.withrelativelyinexpensivegraphicssoftwareandwithoutexpensiveanalogeditingequipment.Digitizedvideocanbeduplicated,copiedwithoutagenerationlossinquality.Digitizedvideocanbeeasilycutandpastedintodifferentap-plications.Thecopyisasgoodasthemaster!Digitizedvideopermitsuserstointeractwiththeimages,features,sequence,eventhevisualcontentcanbealtered.

Digitizedvideocanbedistributedmanyways.MostpeoplestoretheirprojectsonharddrivesorDVDs.TheymayalsobesharedovertheInternet.Manyofthenewsorganizationsincor-poratedigitalvideointotheironlinenewsarticles.Figure6-4

Treehouse Tip

Video TimelineFilmVideocassette technologyLaserdisc videoVideo on CD-ROMVideo on DVDVideo on the Web

Treehouse Tip

Video Storage & DeliveryAnalog technologyDigital technology


showsascreenfromtheCNNwebsite.Thiswebsitepro-videslotsofgreatvideostoaccompanytheirnewsreports.SometelevisionprogrammingisevenbeingshownlivethroughtheInternet.

Video on Compact DiscCompactDisc-ReadOnlyMemory(CD-ROM)technologywasquicklyadoptedbyschools.CD-ROMdiscsaresmall,12centimeters(4.72inches)indiameter.Acompactdisccanstoreover650megabytesofinformation.Mostcomput-ersnowcomewiththeabilitytosaveonCDand/orDVDdiscs.

Thelow-costforreproducingCD-ROMdiscshelddownthepriceofCD-ROMeducationalmaterials.Multimediaencyclopediasandreferencesincludethetext,graphics,charts,andstill-picturesfoundintheprintedversion,aswellasanimation,anddigitizedvideoandaudioclips.In-teractivebooks,simulations,gamesandotherCD-ROMac-tivitiesoftenincorporatevideosegments.Youcanalsofind"stock"videoclipsinmanyCD-ROMclipartcollections.

Figure6-5showsascreenfromtheDKEyewitnessse-ries, History of the WorldCD-ROM.Thisscreencontainsavideoshowinganatomicbomb.

Digital Video DiscsDigitalVideoDisc(sometimescalledDigitalVersatileDisc)orDVDisquicklyreplacingCDasthepreferredstoragemediumforclassrooms.DVDbringstogethermanyme-diaintoasingledigitalformatthatmayeventuallyreplace

Figure 6-4. Digitized video on a news website. - http://www.cnn.com/video/

Treehouse Tip

CD-ROMs can store over 650 megabytes of information.

Building Treehouses for Learning: Technology in Today's Classrooms204

audioCD,videotape,laserdisc,CD-ROM,andvideogamecar-tridges.AlthoughDVDplayersaregenerally"read-only",somepeoplearenowpurchasingread/writeDVDmachines.

TheDVDtechnologyhasbeenstandardizedbythemajorhardwaremanufacturersandsoftwareproducers,withkeyplayersinthemarketsofcomputers,audio,video,multimedia,andentertainmentfilms.DVDusesafive-inchdiscthatcanholdupto17gigabytesofinformation;that’satleast2hoursand10minutesoffull-motionvideowithimagesbetterthanoldertech-nologies.Discsareabletoholdatleast3differentsoundtrackssuchasdifferentlanguageswithCD-audioqualityandsur-roundsound.Theirindexingsystemsallowquickaccess.Learnmore about this format at DVD Demystified(www.dvddemys-tified.com/dvdfaq.html).

Video Distribution SystemsAnumberofvideodistributionsystemsareusedtobringpro-gramming into schools:

broadcasttelevisioncabletelevisionclosed-circuittelevisionmicrowavetransmissionsatellitevideovideoviatheInternetcompressedvideo

Figure 6-5. Screen from Eyewitness History of the World CD-ROM.

Treehouse Tip

Video Distribution SystemsBroadcast television Cable televisionClosed-circuit televisionMicrowave transmissionSatellite videoVideo via the Internet Compressed video

Chapter 6 - Selecting & Integrating Resources: Video in the Classroom 205Broadcast TelevisionBroadcasttelevisiondeliversbothcommercialandnoncommer-cialnetworkprogrammingsuchasABC,CBS,NBC,FoxandPBS.Teachersfrequentlyrecordprogramsfromanetworklikeanewsbroadcast,adocumentary,orpopularsituationcomedy,andusethemintheirclassroom.

NOVA andScientific American Frontiersaretwoexamplesofpopularscienceprogrammingthatisoftenusedintheclass-room.Figure6-6showsthewebpageandsamplescreensfromthe Scientific American FrontiersseriesonPBS.

Figure 6-6. Scientific American Frontiers. http://www.pbs.org/saf/

Building Treehouses for Learning: Technology in Today's Classrooms206Cable TelevisionCabletelevisionwasfirstdevelopedtobringbroadcastnetworkprogrammingintoremote,isolatedmountaincommunitieswherehouseholdswereunabletoreceivetelevisionprogram-ming.Asingle,masterantennawasplacedhighabovethecityandthesignalwasamplifiedanddistributedbywiretosubscribers.Today,cablesystemsexistinmostcitiesandevenruralareas.Insomecommunities,wirelesscableoperationshavebeensetupindirectcompetitionwithwiredproviders.Themarketedvalueoftoday’scablesystemsisinreceptionqualityandexpandedprogrammingsuchasDiscovery Chan-nel, History Channel, A&E, C-Span, CNN, Nickelodeon,andThe Learning Channel.Thesenetworksarenotavailablefromregionalbroadcaststations.

Cablesystems(CATV)alsoofferbundledchanneloptionsand“premium”channelssuchastheDisney Channel or any oneofanumberofmoviechannelsforanadditionalsurchargeabovethebasicmonthlyfee.Federallawpreventsthedirectreceptionanddistributionofthese“pay”channelswithinschools.

Mostcablecompaniessupplyonewiredfeedintoeachschoolbuildingintheirdistributionareawithoutamonthlyfee.Furthermore,colleges,universities,andschoolswithintheirregionareoftenprovidedwithacablechannelfortheirlocalprogramminganduse.Sometimesthecableprovidergiveseducationinstitutionsaccesstotheirlocaltelevisionproduc-tionequipmentandfacilities.Supportgiventolocaleducationinstitutionsislargelydependentuponthecontractualfranchiseagreementsenteredintobythecableproviderandtheservedcommunitygovernment.Itusuallyremainstotheschooltogetthecablesignalintoeachclassroom.Thisadditionalwiringisexpensive.Someschoolslowerthisexpenditurebycoordinat-

Figure 6-7a,b. Cable in the Classroom website. - http://www.ciconline.com/

Chapter 6 - Selecting & Integrating Resources: Video in the Classroom 207ingparentandvolunteerhelptodomuchofthelaborofpullingcoaxiallinesthroughoutabuildingliketheyhavedonewithwiringforInternetaccess.

CableintheClassroomisanorganizationthathelpsteach-ersintegratecableprogrammingintothecurriculum.Figure6-7showsascreenfromtheirwebsite.Manyschoolsusetheirprogrammingguideandotherinformationincludinglinkstorelatedwebsites.

Manylargecablecompanieshaveeducationdepartments.Forexample,TNTprovideseducationalresourcestosupple-mentsomeoftheiroriginalprogramming.Figure6-8showsonlineresourcesrelatedtothemini-seriesInto the West.

Cabletelevisionnetworksoftenairprogrammingthatisdi-rectedtoschoolsandtheclassroom.CNN Newsroom is such a program.TheCable News Network(CNN)directsa15-minuteversionofitsregularbroadcasttoschools(www.cnn.com/EDU-CATION/).Theirwebsiteprovidessupplementalmaterials.Theshowisfreetoeveryschoolwithbasiccabletelevisionserviceorasatellitereceptionantenna.Itisairedinthemiddleofthenightsothatschoolscanrecorditforuseattheirconvenience.Theschoolversionusesyoungeron-screentalentthantheCNN daytimeversionand“magazinetype”featuresareaddedthatfocusonateenaudience.Participatingschoolscanreceivefreeteachers’guidesthataccompanytheprograms.

Figure6-8showsscreensfromsomeofthecablenetworkwebsites.TheWeather Channelwasoneofthefirstcablesta-tionstoprovidefreeresourcestoeducationincludingaseriesofeducationalprogramsonweather(seeFigure6-8a).TheCourtTV websiteprovidesprogramminginformationaswellasusefulgovernmentandlegalinformation.TheirChoicesandConsequencespagefocusesonresourcesforstudentsandedu-cators(seeFigure6-8b).TheA&Enetworkcontainslinksto

Figure 6-7a,b. TNT website. - http://alt.tnt.tv/itw/ http://intothewest.com

Treehouse Tip

Get to know your local cable company repre-sentatives. They may be able to provide some free services for your school.


http://www.aetv.com/class/

http://www.courttv.com/choices/http://www.weather.com/

http://education.discovery.com

http://www.bbc.co.uk/learning/ http://www.c-spanclassroom.org/

Figure 6-8a,b,c,d,e,f. Cable Television websites.

Chapter 6 - Selecting & Integrating Resources: Video in the Classroom 209popular series such as Biography andalsohasaclassroompage(seeFigure6-8c).Discovery Onlineiswell-knownforprovidingsupplementalinformationonlinetogowiththeirprogramming(seeFigure6-8d).BBC hasresourcesforlearnersofallages(seeFigure6-8e).The C-Span network hasaspecialwebsitetosup-portclassroomapplications.(seeFigure6-8e).

Closed Circuit TelevisionClosedcircuittelevision(CCTV)systemsaresmall,wireorfiberopticcabledistributionsystemswithinasinglebuildingorwithinbuildingsofaninstitutionoranorganization.CCTVsys-temsarenotgovernmentlicensed;theyareunregulated.SchoolsoftenusetheirownCCTVnetworktocarryprogrammingtoclassroomsthroughouttheirbuildings.Theysometimesincor-porateormergeintotheCCTVsystemthebandwidthspacetocarrylocallyoriginatedprogramming,oneormorechannelsofsatelliteprogramming,andcabletelevisionchannels.ThecostofinstallationofaCCTVsystemisdirectlyproportionatetothesizeandcomplexityofthesystem.Inotherwords,wiredCCTVsystemsexperiencesignificantsignallossoverdistanceandrequiremoreandmoreamplification.Fiberopticcablingisalsotoocostlyformostinstitutionstoapplyoverlargegeographicareas.CCTVsystemsrequirespecialinterfacingequipmentifvariedsourcesaretobeincorporated.

Voice,video,anddatacanallbedistributedbylocalareanetworks.Fiberopticnetscancertainlyaccommodatetheband-widthspectrumthatisnecessaryandexperiencenointerferenceorsignalloss.Ontheotherhand,fiberopticcableisexpensiveandrequiressomeexpertisetoinstall,especiallyinmakingcon-nectionsandterminations.

Networktechnologiesaremovingtowardhybridnets,wherefiberoptic“back-bone”loopsareinterconnectingwithcoaxialtrunklinesandthentwisted-pairlinestoindividualstations,therebyholdingdownsomeoftheinstallationandmodificationcosts.However,theabilitiesneededtodigitizeanddeliverfull-motionvideooverlocalareanetworkslagbehindthedevelopmentofvoiceanddatatransmissioncapabilities.Itisstillcostlytosetuponenetworkthatwilleffectivelydeliverreal-timefull-motionvideo,alongwithvoiceanddatacommu-nications.

Microwave TransmissionVideoprogrammingcanalsobedeliveredbymicrowavetrans-mission.Amicrowavedistributionsystemthatisreservedandlicensedforeducationaluseisaninstructionaltelevisionfixedservice(ITFS).ITFSsystemsareusuallyone-wayaudio,one-wayvideo.Itcanbedesignedtoincorporatetwo-wayaudio

Building Treehouses for Learning: Technology in Today's Classrooms210communicationbyusingatelephoneormicrowaveradioalongwithitsomnidirectionaltransmissionoftelevisionprogram-mingtodirectreceivers.Microwavetransmissionsarebroadcastatabove2,000MHz(ITFSsignalsareinthe2,500to2,690band),butareconsideredlow-powerbecausetheycanonlyreachline-of-sightreceivers.Theyrequiretransmissiontowerstobeplacedonhighground.UseofITFSsystemsislimitedtoclosegeographicregions.Line-of-sightcanusuallyreachaboutthirtymilesorrequiresthecombiningorlinkingofsystemstoexpandtowiderdistributionareas.

Satellite VideoSatelliteprogrammingcanalsobedeliveredtoclassroomsfromvideoandaudiosignalssentbyanuplinkantenna,thenretrans-mittedbyafixed-orbitsatellitethatcircleswiththeearthtoadownlinkreceivingdish.Satelliteprogrammingiscapableofcarryingvoice,video,anddatasignals,cancovermuchgreaterdistancesthanITFSmicrowavetransmissions,andisbettersuit-edtomulti-pointdistribution.However,itrequiresasubstan-tiallylargerinvestmentinspecializedequipmentandtechnicalsupport.SimilarlytoITFSsystems,two-waycommunicationcanoccurbyincludingtelephoneoraudioconferencingequip-ment.Somesystemsevenbuild-intwo-wayvideocommunica-tion,byincludingvideooriginationanduplinkingcapabilitiesalongwithreceptioncapabilitiesatallsites,acostlyventure.Thisinvestmentnecessarilylimitsthesesystemstosmaller,moredirectedareas.

Somecommercialproviderssatellite-casttheirprogramsdirectlytoschools.Primedia’sChannel One contractswithschoolstoprovideequipmentineveryclassroom.Theirnetworkdeliversthreekindsofprograms:arequireddaily10-minutenewscastforgrade6-12studentsthatiscoupledwithtwo-minutesofcommercialadvertisingdirectlyaimedattheyouthmarket,adailyblockofinstructionalvideosthatcanbere-cordedandkeptbytheschools,andanoccasionalbroadcastofprogrammingdirectedtoteachers.Accordingto Channel One, theirsatellitesystemshavebeeninstalledinover12,000schools,reachingmorethaneightmillionU.S.studentsorforty-percentoftheyouthbetween12to18yearsofage.Reactionsvary,someteachersandparentsareupsetaboutthedirectadvertisingwith-inschools.Otherstudentsandtheirteachersoftenacceptthere-quiredprogramanditstwominutesofcommercials,butlargelyignoreitscontent.Onestudentreportedthattheirteacherthrewacoveroverthetelevisionreceiverduringthedailybroadcast.Someothersarestrongsupporters.SomegraduateswhenaskedaboutwhattheyrememberaboutChannel Onereply,“Nike,Skittles,andDoritos!”

Treehouse Tip

Advertising has become an issue in many schools whether it's through cable TV, special services, or the Internet.

Chapter 6 - Selecting & Integrating Resources: Video in the Classroom 211Channel One.com contains materials to supplement their

programmingaswellasextensionactivitiesandprogramar-chives.Studentscanalsolearnmoreabouttheyounganchors,voteinpolls,andgethomeworkhelp(seeFigure6-9).

Thedireneedforinstructionalequipmentovershadowsmanyreservationsabouttheblatantclassroomcommercialism.Lookaroundourschools.Havesoft-drinkadvertiserscontribut-edtothescoreboard,arefreematerialsfromotherprofitcorpo-rationsused,arecalendarswithadvertisingdisplayed?WhataboutInternetadvertising?

Video on the InternetInthepast,videoprogrammingontheWebhasbeenlimitedtobriefvideoclipssuchasQuickTimemovies.Howeverwiththeadventoffasterconnections,live-streamingvideohasbecomepopular.Streamingvideoisaseriesof"movingimages"thataresentincompressedformovertheInternetanddisplayedbyviewingsoftwaresuchasQuickTimePlayer,RealPlayer,orWindowsMediaPlayer.Withstreamingvideo,themediaissentasonecontinuousstreamandisplayedasitarrives.Usersdonothavetowaittodownloadalargevideofilebeforeseeingthevideo.

Whetherit'slivevideoconferencingorrecordedprogram-ming,videoovertheInternetisbecomingpopular.Unfortunate-lytheimagestendtobesmall,slow,andpoorqualityonmanyschoolcomputernetworks.TheWeb’svideolimitationsareprimarilyduetothebandwidthlimitationsofnetconnections.

Figure 6-9. Channel One - http://channelone.com/

Building Treehouses for Learning: Technology in Today's Classrooms212Manyschools,organizations,andgovernmentagenciesare

purchasingsubscriptionservicestoonlinevideoprograms.OwnedbyDiscoveryCommunications,United Streaming (unitedstreaming.com)iscurrentlythemostpopularsubscrip-tionservice(seeFigure6-10a).Theironlinelibraryincludesover4000videos,40,000videoclips,andthousandsofimages.Userscaneitherdownloadvideosdirectlyontotheircomputerharddriveorstreamthemfromthewebsite.Mostvideosaredividedintoshortsegmentssoteacherscanselecttheparticularportionofthevideotheywishtoview.Figure6-10bshowsanimagefromtheScholasticandWestonWoodsvideobasedonthechildren'sbookOfficer Buckle and Gloria.

Someonlineservicesprovidevideosinparticularsubjectareas.Forexample,Atomic Learning(www.atomiclearning.com/)focusesonweb-basedsoftwaretraining.

Manyindividuals,schools,andcompaniesarepostinglivecamerastoshareinformationaroundtheclock.TheEarthCam andEarthCam for Kidswebsitecontainlinkstohundredsoftheselivecameras(seeFigure6-11a,b).Forexample,Discovery Camincludesinterestingcamerasfromaroundtheworld(seeFigure6-11c).ImportantspaceeventsareoftenavailableliveontheInternet.Space.com providesmanyofthesevideoopportu-nitiesaswellasothervideos(seeFigure6-11d).Besidesgoingtotheindividualwebsites,thestreamingmediaplayerscontainlinkstosomeofthemostpopularliveprogramming.Forex-ample,Figure6-11eshowswebsitesusingtheQuickTimeplayerandFigure6-11fshowsprogrammingusingtheRealPlayer.

SchoolsandclassroomsarefindingmanywaystoaccessvideoresourcesontheInternet.Inaddition,someschoolsaredevelopingtheirownsitesontheInternetandsharingdigitizedvideoclipsandstreamingvideo.Videoconferencingisalso

Figure 6-10a,b. United streaming video subscription service and Officer Buckle and Gloria video screen.

Treehouse Tip

Full-length videos can take a long time to download. Consider download-ing the video at night for use the next day.


Figure 6-11a,b,c,d,e,f. Video on the Internet

http://www.earthcam.com/ http://www.earthcamforkids.com/

http://dsc.discovery.com/cams/cams.html http://www.space.com/php/multimedia/spacetv/

QuickTime Video - http://www.apple.com/quicktime/ RealPlayer Streaming Video - http://guide.real.com/

Building Treehouses for Learning: Technology in Today's Classrooms214becomingapopulartoolforsharinglivevideo.Explorechapter4formoreinformationaboutvideoconferencing.

Compressed VideoManyuniversitiesandK-12schoolsareusingcompressedvideooverstandardphonelinesorspecialdatalinestoteachlessonsorentirecourses.Theterm"distanceeducation"isoftenequatedwiththistypeoflive,two-wayaudio/videolearning.Inmostcases,videoisonlyasinglecomponentofadistancelearningcourse.Forexample,ateachermightalsousetelephone,fax,email,webresources,printmaterials,andCD-ROMintheircourse.

Synchronousvideoisproducedlive.Itmaybetransmittedlivethroughcabletelevision,satellite,fiberoptics,specialdatalines,orPOTS(plainoldtelephonesystem).Liveisthekeyelementofsynchronouscommunication.Two-waysystemsletusersoneachendcommunicatethroughvisualandaudiochan-nelswithoutdelay.Thequalityofthereceptiondependsonthequalityofthetransmission.Althoughit'spossibletouseamo-dem,standardphoneline,videocamera,andInternet,theresultwillbejaggyanddisappointing.Somesystemsallowone-wayvideocommunicationanduseastandardtelephonetoprovidetwo-wayaudio.

Manyschoolshavedesignedspecialroomsforlivetele-conferencingortelecourses.Theseclassroomsmayincludeaninstructor'sarea,studentmicrophonesandcameras,documentreader,andmonitorstoviewotherlocations.Thesesetupsgenerallyusesatellite,fiberoptics,orspecialhigh-speeddata

Figure 6-12. Students participating in a video conference.

Chapter 6 - Selecting & Integrating Resources: Video in the Classroom 215linesforvideotransmission.Thistypeofclassroomisexcellentforlargegroupmeetingsandcourses,butthehardwareforthistypeoffacilitycanbeexpensive.

Thebasicsetupoftheroomincludesaseriesofcamerastoprovideshotsatvariousanglesintheclassroom.Therearemicrophonesfortheinstructorsandstudentareas.Beyondthevideoresources,theseroomsoftenincorporateothertechnolo-gies.Forexample,youmaywanttouseacomputeranddesk-toppresentationinyourcourse.Manyinstructorsmakeuseofadocumentreader.Thistoolisusedtoshowdocumentsandobjectsthroughacameratoremotesites.YoumayalsowishtoplayaDVD,videotape,orCD-audio.Manydistancelearningclassroomshaveatelephoneandfaxmachineavailableforstu-dentcommunicationwiththeinstructorbefore,after,orduringclass.

Althoughsomeschoolshavespecialrooms,it'snotrequired.ThephotoinFigure6-12wastakenattheconclusionofavideoconferencewithaNASArepresentative.Theschoollibraryme-diacenterisusedfortheirtwo-wayvideoclass.

Manystatesandprovinceshaveregionalinteractivevideoservices.Forexample,theSouthDakotahasasystemcalledtheDigital Dakota Network(www.ddnnet.net/).TheCenter for Interactive Learning and Collaboration(www.visionathena.k12.in.us/)isIndiana'sstatewidesystemforhigh-speed,2-wayvideoconferencing.TheirprogramsincluderesourcepeopleattheIndianapolisMuseumofArt.Figure6-13showsalive,interactiveclassontreeidentificationusingbranchesandatreeidentificationkey.Studentsareencouragedtoactivelypartici-patebysharingtheirbranches,leaves,andideas.

Figure 6-13a,b. Video conference on the topic of tree identification.

Building Treehouses for Learning: Technology in Today's Classrooms216Integrating Video into the ClassroomStudentscometotheclassroomwithvariouslearningstyles.Somestudentslearnbetterfromvisualimageswhileothersprefertheauditorychannel.Videomaterialsaremultisensoryandcanmeetboththeneedforvisualandauditorystimula-tion.Whensightsandsoundsarecombined,studentsbecomemoreengaged.Asaresult,theylearnmoreandremembermoreofwhattheyhavelearned.Becausestudentswatchtelevisioneveryday,videoisamediumtheycanunderstandandinterpreteasily.Itmakessensetotakeadvantageofstudents’senses,in-terestsandviewingskillsinselectinginstructionalmaterials.

Versatilityisanotherreasonforthepopularityofvideo.Becausematerialscanberandomlyaccessedthroughtheuseofaremotecontrolorcomputer;studentsandteachershavemorecontroloverthelearningenvironment.

Videoscanalsocommunicateconceptsdynamically.Booksareoftenaninadequatemeansofconveyinginformation.Vid-eoscanbroadenthescopeoflearning.Animation,computergraphics,time-lapse,still-frame,slow-motion,andhigh-speedproductioncanaddnewdimensionsofunderstandingthatgobeyondthebasicsoftextonapage.Theadditionofcomputer-basedhypermediamaterialsallowsstudentstoexploreDVD,CD,orweb-basedmaterialsbyrandomlyaccessingpictures,graphics,text,andsoundsasneeded.Forexample,stillphoto-graphsandtextinformationisanimportantwaytolearnaboutlifeunderthesea.However,DVD,videoclips,oralivecameracanbringtheseacreaturesaliveforstudentsbylettingthemdiveintotheoceanthroughtheeyesofacamera(seeFigure6-14a).Theycansee,hear,andexperiencelifecloseupwith-

Figure 6-14a,b.Video clips from United Streaming collection.

Chapter 6 - Selecting & Integrating Resources: Video in the Classroom 217outleavingtheclassroom.Videoscanalsoprovidereviewandreinforcement.Forexample,thevideoinFigure6-14bdoesawonderfuljobreviewingbasicconceptsrelatedtoelectricitythatareintroducedinthetextbookandreinforcedthroughhands-onclassroomactivities.

Videotechnologycantakestudentstoplacesthatevencamerasarenotabletogo.Lifeinprehistorictimesorthemo-tionofamoleculecanbeexploredthroughreenactmentsandanimation.Videotechnologyallowsstudentstoview,interpret,anddiscusshumaninteractions.Byprovidingacontextrichenvironment,studentscanexploretheworldofethnicpersecu-tionthroughtheeyesofayoungemigrantgirlorexperiencetheproblemsofacceptance,rejection,andpeerpressure.

Therearemanyopportunitiestoparticipateincollaborativevideo-basedactivitiesthroughtheInternet.CableintheClass-room'sProjectCamconnectsschoolswhowishtoparticipateinlive,interactiveevents(seeFigure6-15).Schoolscanposttheireventandinviteotherschoolstoparticipate.

Manyeducationalandinstructionalvideoscomewithuserguidesthathelpteachersintegratetheprogramsintothecur-riculum.Forexample,thetelevisionprogramArthur is popular withprimaryagechildren.Theirwebsitecontainsprogramlistings,teacheractivities,andstudentprojects(seeFigure6-16).Table6-1showsalistofwebsitesthatcontaineducationalandinstructionalvideoprograminformationandresources.

Manyofthesubscriptionservicesprovidetoolsandmateri-alstosupportclassroominstruction.Forinstance,inUnited Streamingeducatorscansearchforvideosonspecifictopicssuchasfossils.Thewebsitethenprovidesstandards-alignedlessonplans,black-linemasters,andothercurriculummaterials

Figure 6-15a,b. Cable in the Classroom - ProjectCam http://www.ciconline.com/ProjectCam/default.ht5


togowiththeseeducationalvideos.Thevideosaredividedintosmallsegmentsthatcanbeviewedseparately.IntheexampleshowninFigure6-17b,theteachermayonlywishtoshowthesectionofthevideoon"FossilsPreservedinAmber".

Lesson Planning for Video IntegrationAteacher’seffectiveuseofvideoprogramsismorethanjustar-rangingfornecessaryequipment,settingthestudentsinfrontofthedisplay,and“turningiton.”Severalproceduresofprepara-tionshouldbefollowed.

Figure 6-16a,b. Arthur television program website. - http://pbskids.org/arthur/

Figure 6-17a,b. Search for videos on the topic of fossils in United Streaming.


Educational and Instructional Video Internet Resources

PBSKids http://pbskids.org/A&E http://www.aande.com/AnimalPlanet http://animal.discovery.com/Arthur http://pbskids.org/arthur/AustralianTelevision http://www.abc.net.au/tv/btn/BarneyOnline http://pbskids.org/barney/BBC http://www.bbc.co.uk/BetweentheLions http://pbskids.org/lions/A&EBiography http://www.biography.comChildren'sBBC http://www.bbc.co.uk/cbbc/Children'sTelevisionWorkshop http://www.sesameworkshop.org/Clifford http://pbskids.org/clifford/CNNforStudentsandTeachers http://cnn.com/EDUCATION/CourtTV http://www.courttv.com/DiscoveryChannel http://www.discovery.comDiscovery:Health http://health.discovery.com/Discovery:Travel http://travel.discovery.com/DisneyTelevision http://tv.disney.go.com/abckids/index.htmlDragonTales http://pbskids.org/dragontales/FOXKids http://www.foxkids.com/HistoryChannel http://www.historychannel.com/JayJaytheJetPlane http://pbskids.org/jayjay/Kratt'sCreatures http://www.pbs.org/kratts/BillNye:TheScienceGuy http://nyelabs.kcts.org/MagicSchoolBus http://place.scholastic.com/magicschoolbus/index.htmMr.RogersNeighborhood http://pbskids.org/rogers/Nickelodeon http://www.nick.com/Noggin http://www.noggin.com/NickJr. http://www.nickjr.com/NOVAOnline http://www.pbs.org/wgbh/nova/ReadingRainbow http://www.pbs.org/readingrainbow/ScientificAmericanFrontiers http://www.pbs.org/saf/index.htmlSci-FiChannel http://www.scifi.com/TLC:TheLearningChannel http://tlc.discovery.com/WeatherChannel http://www.weather.comNewZealand http://www.tvnz.co.nzYTV-Canadian http://www.ytv.com/Zoom http://pbskids.org/zoom/

Table 6-1. Educational and Instructional Video Internet Sites.


Building the TreehouseTry It!

Exploring Children's Television

Explore what's on children's television.

Whatdidyouwatchontelevisionwhenyouweregrowingup?Comparetheseshowstothemostpopularchildren'sshowstoday.Howaretheyalikeanddifferent?

Interviewaparentabouthowtheyusetelevisionwiththeirchildrenathome.Dotheymonitortheviewingoftheirchildren?Whyorwhynot?

Interviewachildabouttheirtelevisionviewinghabits.

Watchatleastthreedifferentprogramsforchildren.Compareandcontrastthesepro-grams.Weretheyentertainment,educational,instructional,orsomecombination?



Examining Television on the Internet

Examine the television resources available on the Internet.

SearchtheInternetforinformationaboutthreechildren'sprogramsthatyouhaveviewed.Canyoufindlessonplansoractivitiestogowiththoseprograms?

Exploreachildren'stelevisionprogramwebsiteindetail.Whatkindsofinformationareprovided.Doyouthinkthisinformationwouldbehelpful?Whyorwhynot?

Writeforinformationaboutusingcableintheclassroom.Or,exploretheirwebsite:http://www.ciconline.com/

Cable in the Classroom 1900NorthBeauregardSt.Suite108 AlexandriaVA22311 8007435355

Building Treehouses for Learning: Technology in Today's Classrooms222Preview the Video MaterialCarefullyevaluateeachvideoprogramyouusewithyourstu-dents.Haveyouviewedorareyoufamiliarwiththeprogram,oristhevideoatitlethatyouselectedoutofacatalog?Ifsome-oneelserecommendedtheprogram,doyouhavefaithintheirjudgmentofthecontent,theneedsofyourstudents,theiragelevel,etc.?Forexample,youmaybefamiliarwiththeBerenstainBearsbooksandvideos.ThevideocalledThe Berenstain Bears Learn About StrangersbyRandomHouseHomeVideodis-cussesissuesindealingwithstrangers.BeforeshowingthisinyourclassroomyouneedtodeterminewhethertheBerenstainBearscharacterswillbeaboveorbelowtheinterestlevelofyourstudents.Also,dealingwithstrangerscanbeadelicatesubject.Doesthevideousethesametechniquesyouwishtopromoteinyourclassroom?

Ifyouarenotpersonallyfamiliarwiththeprogram,previewthevideo.Titlescanbemisleadingandcatalogdescriptionscanbeinerror.Asyouviewtheprogram,determineifthecontentmatchesyourobjectivesfortheclass.Isthevocabularylevelap-propriateforyourstudents?Identifyanynewterminologythatyouwillneedtoexplainorintroduce.Checkthesequencingandpacingofideaspresented;makesurethatthematerialisappro-priateforandwillholdtheinterestofyourviewers.Determineifthevideotakesarealisticview,iftheinformationistimely,accurate,andreasonablyunbiased.Ifthematerialisbiased,canyoucorrectthatbiasbyprovidingyourstudentswithadditionalinformation?

Doyouneedtoshowtheentirevideo?Asyoupreviewthevideomaterial,questionwhetheryouneedtoshowtheentireprogramtoyourclass.Sometimes,allthatisneededisaportionofaprogram.Insomecases,youmayfindthatjustonestillim-ageorframeisuseful.Rememberthatyourclasstimeisvalu-able.Today’sstudentsarealreadyexposedtohoursofentertain-mentprogramming.Youdonothavetoshowtheentirevideoprogramifwhatyourstudentsreallyneedisjustafour-minutesection.

Let'ssaythatyou'verecordedoneofthemanyexcellentvid-eos from the Weather Channel.Ifyou'reintroducingatopic,useasmallsegmentfromavideoonfloodsorhurricanestostimu-lateinterestinthetopic(seeFigure6-18).Lateryoumightshowothersegmentsasyourunitprogresses.

Searchthroughavailablevideosources,yourschool’scol-lectionofvideocassettes,CD-ROMs,andDVDstodetermineiftherearevideosegmentsthatweredesignedandproducedforadifferentgradelevelorcurriculararea,butwouldbeusefulinyourclassroom(re-purposingthevideomaterial).Shortvideosequencescanbeusedwithouttheirsoundtrack;youcandeliv-

Treehouse Tip

In many cases, you can record a video program in the middle of the night. For example, the Weather Channel periodically shows their popular pro-grams from 1-5AM.

Treehouse Tip

Warning...Many teachers have gotten into big trouble because they failed to preview a video before watching it in class!


Figure 6-18a,b. The Weather Channel. - http://www.weather.com

eryourownnarration.Ifcarefullydone,re-purposingofmateri-alscaneffectivelyenlargetheuseofthematerial.Thiswillsavemoniesthatmightbespentonalternativeprograms,canen-hanceyourcurriculum,andmotivatestudentstoviewmaterialfromdifferentperspectives.

Prepare the Classroom EnvironmentBeforepresentingthevideomaterialtoyourclass,considertheclassroomandhowyouintendtousetheprogramming.Isthevideomaterialgoingtobeviewedindividually,insmallgroups,orbytheentireclass?

Thelighting,seating,andviewinganglesshouldbeana-lyzedtodetermineifstudentscaneasilyandcomfortablyseethedisplayscreen.Televisedvideoprogrammingdoesnotrequirethattheroombedarkened;however,youshouldmakesurethatambientlightfromwindowsandoverheadlightsdoesnotglareonthescreen.Adjusttheblinds,coverwindows,repositionequipmentifpossible.Ifyourvideosourceisfromavideocassettetape,youprobablywillwanttoqueue(position)thetapetothebeginningofthesectionneeded.Evenifyouareshowinganentireprogram,thereareoftenlong,extraneouslead-ins,creditsandthelike,thatcanbeskipped.Adjustthevolumesothattheprogramdoesnotblareoutwhenitbegins.Youmayhavetobringthesoundlevelupassoonasitstarts.

Ifyouplantouseatelevisionreceiverforoptimumdis-play,aroughcalculationforeffectiveviewingcapacityistoallowone-diagonal-inchofscreenmeasureforeachstudent.Inotherwords,athirty-twoinchdiagonaltelevisionreceiverisadequateformostclasssizesuptoaboutthirtystudents.Ifviewinggroupsarelargerthatfortystudents,considerlinkingtworeceiverstothesamevideosignalsourceorusingavideoprojector.

Prepare Students for ViewingNowthattheequipmentandyourclassroomarearranged,yourstudentsalsoneedtobeprepared.First,brieflyreviewpreviousmaterialthatleadstotheprogramming.Point-outordiscuss

Treehouse Tip

Most students are used to "messing around" when they watch television at home. Keep their atten-tion with specific activities.


someoftherelationshipsbetweenpriorknowledgeandthecurrentlesson.Discusshowthisnewvideomaterialfitsintotheentirecurriculumunit.Inotherwords,explainthebigpicture.Makesurethattheviewersunderstandthepurposesorobjec-tivesforthisvideomaterial.

Youneedtogaintheattentionofyourstudents.Motivatethembycreatinganeedtoknowabouttheinformationinthevideo.Teachersoftendothisbyposingquestionsaboutthetopic,listingkeypointsthataretobecovered,identifyingthingsthatstudentsshouldbelookingfor,andintroducingnewvo-cabulary.Ahandoutcanbeusedtoprovidethestudentswithguidelinesfortheirnote-takingandtoprovide“advanceorga-nizers”forthevideocontent.

Withoutprovidingsome"setup,"manystudentswillenjoythevideo,butgetlittleoutoftheexperience.Forexample,theSchool House Rockseriesisapopularandentertainingwaytolearnconceptssuchasgrammar.Figure6-19showsascreenfromasegmentcalledConjunction Junction from Gram-mar RockbyCapitalCities/ABCVideoPublishing.Thevideoshouldbeanintegralpartofthelesson.Willitbeusedasanin-troductiontoagrammarlesson,aspractice,orasreview?Yourdecisionwillimpactwhatyoudotosetupthevideoexperience.

Focus Student Attention While ViewingKeepstudentsmotivatedtogivetheirattentionbyinsuringthatthematerialispertinenttotheirstudy.Informthemofwhythematerialisimportantinyourclass.Ifyouhaveselectedandpreparedcarefully,thenstudentsshouldbecomeinvolvedinviewingandgivetheirattentiontothevideomaterial.Insomeinstances,youmaywanttopointoutimportantideasastheyoccur,takingcarenottooverlydistractandcausestudentstomissothercontent.Youmaytrylistingideasontheboardastheyoccur.Ifthevideoislongandcontainsdetailedinforma-tion,considerstoppingtheprogramevery8to12minutesforamini-discussion.

Treehouse Tip

You'll be amazed at all the wonderful programming that's available. Spend some time surfing your cable stations for quality programs.

Figure 6-19a,b. School House Rock!: Grammar Rock by Capital Cities/ABC Video Publishing.


Matchthetopicsandprogramswithyourneeds.Let'ssayyou'reworkingonaunitonanimals.Animal PlanetandKratt's Creaturesbothprovideinterestingprogramming(seeFigure6-20).YoumightuseaKratt'sCreaturessegmenttointroducethetopic.Providestudentswithahandouttheycancompletealongwiththeprogram.Youmayevenwanttostopthetapebetweenprogramsegments.Theirprogramsarefastpacedandcoverlotsofgroundinashortperiodoftime.Ifyou'relookingforanindepthexaminationofaparticularconcept,consideramoreconcentratedAnimalPlanetprogram.Againyoumaywishtoprovideviewingguidelinessuchasavocabularylistoracharttocomplete.

Anotherwaytofocusattentionisbyshowingavideoinsmallgroups.Forexample,theA&E channel contains many interestingprogramsabouthistoryandpeople.Theyoftenhaveaccompanyingweb-basedmaterialsandonlinevideossuchasthetopicofFirstLadies(seeFigure6-21a).UsetheBiography websitetofindafewbiographiestocomplementyourhistoryunit(seeFigure6-21b).Eachsmallgroupwouldviewadiffer-entbiographyandreporttheirfindingsbacktothelargergroup.Theycouldevenshowshortvideosegmentsthatrepresentideastheywishtosharewiththelargegroup.Thisapproachrequiresstudentstoactuallyapplytheinformationthattheygather.

TheCable in the Classroom guidesprovidelotsofthesehands-onactivities.Forexample,afterwatchingC-SPAN,askstudentstoholdamockdebateorSenatehearing.Oncestu-dentshaveexploredtheworldofdinosaurs,holdamockarche-ologicaldigintheplayground.

Interactivevideoisagreatwaytoinvolvestudentsinthisvisualandauditorymedium.Forexample,studentsmightbeshownhistoricalphotographsorvideoclips(seeFigure6-22a).

Figure 6-20a,b. Animal videos.http://animal.discovery.com/ http://www.pbs.org/kratts/


Then,alively2-waydiscussioncouldtakeplacebetweenyourclassandanexpertatadistance.Anartmuseumprogrammightincludeinteractivediscussionsandcritiquesofpiecesofartworkfromthemuseum(seeFigure6-22b).

Follow-up ActivitiesAfterthevideoprogramisviewed,itisimportanttoactivelyin-volveyourstudentswiththecontentmaterialthroughplannedfollow-upactivities.Insomecases,thiscouldbesimplyhavingthemanswerquestionsonthematerialorreviewingthevocabu-lary.Oftenteachersguidetheirstudentsthroughaquestion-an-swerdiscussionsequence.Anotherusefulstrategyistoorganizestudentpaneldiscussionsordebatesthatexpandandelaborateonthecontentintroducedbythevideoprogram.Teacherssome-timesleadalargegroupinabrainstormingsession.Othertimes,itismoreappropriatetoseparateyourstudentsintosmalldis-cussionor“buzz”groups.Youcanincorporatemoredramatic

Figure 6-22a,b. Interactive videoconference with cultural center and art museum.

Treehouse Tip

Think active.

After watching a video, get students up and mov-ing around the classroom or school!

Figure 6-21a,b. A&E programming. http://www.aande.com/class/


Figure 6-23a,b. The History Channel web resources. - http://www.historychannel.com/classroom/

activitiesafterviewingbyassigningyourstudentsvariedrolestoplay,leadingstudentstoplananddelivertheirownskitsandoralpresentations.

Follow-upassignmentscanbemadeaskingthatstudentscontinuewithadditionalresearch,completeprojects,orwriteastory.Remember,thegoaloffollow-upactivitiesisforstudentstobecomeactivelyinvolvedwiththecontentmaterial.Theyshouldapplyortransfertheinformationgainedintotheirdailylivesandactivities.Youdon'twantstudentstoviewthemate-rialasisolatedfromotherinstructionalcontent.

Figure6-23showsscreensfromtheHistoryChannelweb-site.Theyprovidelotsofactivitiestobecompletedafterview-ingtheirprogramming.Forexample,guidelinesareprovidedforcompletingoralhistoryprojects.Thewebsiteevenprovideslessonplans,activityguidelines,andworksheetsthatcanbeprinted.Manyoftheteachermaterialsthataccompanyvideosprovidethesetypesofresources.

EvaluationFinally,afterallactivitiesrelatedtotheuseofthevideomate-rialarecomplete,someattentionshouldbegiventostudentevaluation.Considerthemeanstobeusedforgaugingwhetherstudentshavereachedthegoalsforthevideomaterial.Remem-berthatevaluationdoesnotnecessarilymeantesting.Avarietyofassessmenttechniquesmaybeusedfromformaltoinformalandfromobservationstoproductassessments.Astheteacher,evaluatetheentirevideopresentationsequenceandnoteanyneededimprovementsormodifications.Decideifthematerialhasmetexpectationsandwhetheryouwanttoplantheactivityforafutureclass.

Treehouse Tip

After viewing a full-length video with your students, ask yourself: could you have used a shorter seg-ment and accomplished the same goal? Ask your student what they think!



Integrating Videos into the Classroom

Complete the following video activities:

Activity 1: Use video at different levels of instruction Examineavideoandbrainstormwaysitcouldbeusedineachphaseofthe instructionalsequence.

VideoTitle:Producer:Length:

DesiredLearningOutcome:

EquipmentRequired:

ClassroomSetup:

Instructional Strategies

Springboard

InformationExploration

StudentInvolvement

Closure/Transition



Using Video in the Classroom

Integrate videos by completing the following activities:

Activity 1: Use a video in instructionDiscussthesubjectareaandgradelevelwhereyouwouldusethevideo.Identifyandwritedownthelocationofthreestillsormotionsegments.Writeatleastoneactivityordiscussionquestionforeach.Makesuretodescribehow

youwould“setup”theclipsothatstudentswillunderstandthecontextoftheactiv-ity.

Activity 2: Use a video in assessmentDiscussthesubjectareaandgradelevelwhereyouwouldusethevideo.Identifyandwritedownthelocationofthreestillsorshortsegments.Write at least onetestquestionforeach.

Activity 3: Student use of videoDiscussatleastthreeactivitieswherestudentswouldbesearchingfor,selecting,and

usingvideostillsormotionsegments.Provideexamplesyouwouldusewithstudentstogetthemstarted.

Activity 4: Repurpose a videoDiscussacontentareawhereyouwouldusethevideothatwas not originallyintended

bytheproducers.Identifyandwritedownthelocationofthreestillsorshortsegments.Write at least oneactivity,examquestion,ordiscussionquestionforeach.

Building Treehouses for Learning: Technology in Today's Classrooms230Video in the ClassroomDVDsandevenoldervideotapesandlaserdiscsaregreatin-structionaltoolsbecausetheycanbeusedanumberofdiffer-entways.Forexample,teacherscanusethecontrolpanelonthefrontoftheplayertoplaycontinuousvideo,stepthroughindividualframes,orscanthroughthevideoquickly.Aremotecontrolunitcanalsobeusedtocontrolplay,step,andscanfunc-tionsaswellasaccessingspecificchapters.

You’llfindtutorials,practiceactivities,simulations,andproblemsolvingenvironments.Forexample,thelaserdiscEarth Science is part of the Core Concepts in Math and Science Series bySystemsImpactandPhoenixLearningGroup.AirmassisthetopicofalessonillustratedinFigure6-24.Itbeginswithanintroductoryscreenandashortlessonprovidingdefinitionsandexamplesrelatedtoairmass.Throughoutthelesson,studentsaregivenopportunitiestoapplytheirknowledgetoquestionssuchaswhathappenstothetemperatureoftheairasitrises?Aerialphotographsareusedtoillustrateideas.Areviewispro-videdpriortoashort,on-screenquiz.

ManypopularcommercialmoviesandtelevisionprogramsareavailableonDVDorthroughtheInternet.Ifyourstudentsreadbookssuchas To Kill a Mockingbird or Grapes of Wrath, considershowingsegmentsofthevideo.Askstudentstocom-parethevideowiththebook.Inadditiontodramas,manyexcellentdocumentariescanbeintegratedintotheclassroom.

Videoscanberepurposedforuseinmanycontentareas.Repurposingreferstousingavideoinawaythatitwasnotoriginallyintended.Forexample,theDVD Molly’s Pilgrim by PhoenixLearningGroupwasoriginallyreleasedasaneduca-tionalfilmbasedonabookaboutaRussianimmigrantchild.Youcaneasilydevelopsocialstudiesactivitiesrelatedtocul-turaldiversityandindividualdifferences.Forexample,namecallingisacommonprobleminelementaryschools.Avideo

Figure 6-24a,b. Core Concepts: Science Laserdisc.

Treehouse Tip

Many schools have a laserdisc player stored in a media closet. Get it out and use it!


segmentwhereMollyisbeingteasedandrejectedbyclassmatesisaneffectivediscussionstarter.

Thevideocouldalsobeusedtoteachconceptsrelatedtolan-guagearts.Let’ssayyou’rehelpingstudentsenhancetheirwrit-ingthroughtheuseofdescriptivewords.Studentsoftenhaveatoughtimecomingupwithideas.UsethevisualsfromaDVDtostimulatetheirthinking.Youcouldshowtwosimilarseg-mentsfromthefilmthatshowMollywalkingtoschool.Thefirstshowsasad,depressedMolly,whileinthesecondclipMollyishappyandcarefree.Throughdiscussingthesesegments,stu-dentscanenhancetheirwriting(seeFigure6-25).

Videocanbeusefulresourcesforlargegroup,smallgroup,andindividualizedactivities.Besuretocarefullypreviewavideobeforeintegratingitintoclassroomactivities.Askyourselfthefollowingquestions:

DoIneedtoshowallorpartofthevideo?HowwillIaccessit?WillIusetheremotecontroltoaccess

locationswritteninmylessonplanorusecomputerac-cess?

Doesthesegmentmatchmylesson'sobjective?Doesthevideocontaininformation,vocabulary,andap-

proachesthatareappropriateformystudents?HowcanIpreparemystudentsbeforeviewing?HowcanIfocusstudentattentiontowardimportantpoints

beingpresented?Whatwillstudentsdowiththeinformationshowninthe

videosegment(s)?

Thekeytosuccessfulvideointegrationisstudentinvolve-ment.Letstudentsusetheremotecontrolandcomputer.Dur-inglargegroupinstruction,assignachildtheremoteorpassitaround.Studentswillfeelmoreinvolvedinthelesson.

Figure 6-25a,b. Molly's Pilgrim DVD.

Treehouse Tip

Many schools have old science videotapes and laserdiscs that could be repurposed for social stud-ies, art, music, or writing activities.


Developsmallgroupactivitiesthataskstudentstoviewpar-ticularclips,thendiscuss,interpret,orcreatesomething.Let'ssayyou'reusingtheShakespeare: Subject to Changewebsite.Insmallgroups,askstudentstocomparetwodifferentversionsofHamlet.Then,providethemwithavideocameratorecordtheirowninterpretation(seeFigure6-26).

Considerusingsoftwaretoolstohelpstudentsorganizetheirthinkingaboutvideostheyview.InspirationandKidspiration canbeusedtolinktovideoclipsandprovideastartingpointforagraphicorganizer.Figures6-27a,bshowtwoactivitiesthatcanbeusedwithbothbooksandthevideosbasedonthesebooks.InFigure6-27a,studentsorganizepicturesintotwocol-umnsbasedonthebookLeo the Late Bloomer.InFigure6-27b,studentsretellastoryusingstillimagesfromabook.Figure6-27casksstudentstowatchavideothenorganizeideasrelatedtothecausesoftheCivilWar.FinallytheactivityshowninFigure6-27dasksstudentstowriteaboutwhatthey'velearnedafterwatchingavideobasedonabookaboutDukeEllington.

Know the Copyright LawsTeachersuseavarietyofresources.Forexample,Figure6-28showsthecommercialmaterialsavailableintheMagic School Bus seriesfromwebmaterialsandbookstovideosandCD-ROM.Regardlessofwhetheryou'reusingInternetresources,educationalsoftware,orcommercialvideos,youneedtoknowyourrightsandresponsibilities.Allteachersshouldbeawareofafewgeneralpointsregardingthecurrentcopyrightlaw.First,copyrightprotectionexistsforallworkscreatedinanymediumorformatofexpressionaslongastheworkisfixedinatangibleformofexpressionsothatitcanbeperceivedorcommunicated,withorwithouttheaidofequipment.Materialsdonothavetoberegisteredoridentifiedasbeingcopyrightedmaterialinorderforcopyrightprotectiontoapply.Personsareprohibitedfromduplicatingcopyrightedworksunlesstheactionisautho-

Figure 6-26a,b. Shakespeare; Subject to Change http://www.ciconline.com/


Figure 6-28. The Magic School Bus website. http://place.scholastic.com/magicschoolbus/index.htm

Figure 6-27a,b,c,d. Inspiration activities incorporating video.

Building Treehouses for Learning: Technology in Today's Classrooms234rizedby(a)specificexemptionsinthecopyrightlaw,(b)theprincipleoffair-use,(c)thefair-useguidelines,and(d)licensesorwrittenpermissionfromthecopyrightowner.

Allfourbroadcriteriahavetobemetinordertoapplyfairuse(Section107),thejudicial“ruleofreason”:

Purposeandcharacteroftheuse,addresseshowthemate-rialisusedandbywhom.

Natureofthecopyrightedwork.Amountandsubstantialityoftheportionusedinrelationto

theworkasawhole(thesmallertheamountcopied,themorelikelytheactionisfairuse).

Effectoftheuseonthepotentialmarketfororvalueofthework.

Off-Air Recording Guidelines for Broadcast TV Theterm“off-air”recordingreferstotapingabroadcastpro-gram,onetransmittedbyatelevisionstationwithoutchargetothegeneralpublic,oracableprogramthatisalsoavailableon-airinyourviewingarea.Otherthantheabovefair-useguidelines,the1976copyrightlawdidnotcovertheeducationaluseofvideotapedprogrammingfromcommercialbroadcasts.Theseguidelinesweredevelopedbyacommitteeofrepresenta-tivesfromgovernment,education,andproducers,distributorsofcommercialmaterials.Theywereagreedupontobetakeningoodfaith,butwerenotmadepartoftheCopyrightAct.Table6-2provideslinkstosomewonderfulInternetresourcesrelatedtothecopyrightlaw.Takesometimetoexplorethelawsandtheirimplicationsforyourprogram.Belowyou'llfindadescrip-tionofsomeofthemostimportantelementsofthelaws.

Aprogrammayberecordedoff-airandretainedbyanon-profitinstitutionforaninstructor'suseintheirclassroomforten(10)consecutiveschooldays,notcountingweekends,holidays,vacations,orexaminationperiods.

Theprogrammaybeshelvedfor45calendardays(fromthetimeofrecording)inordertosecuretherightsorpermissiontoretain.

Off-airrecordingsmaybeusedoncebyindividualinstruc-torsinrelevantteachingactivities,andrepeatedonceonlywheninstructionalreinforcementisnecessary,inclassroomsandsimi-larplacesdevotedtoinstructionwithinacampus.

Off-airrecordingsmaybemadeattherequestofandusedbyindividualteachers,andmaynotberegularlyrecordedinan-ticipationofrequests.

Nobroadcastprogrammayberecordedoff-airmorethanonceattherequestofthesameinstructor,regardlessofthenum-beroftimestheprogramisbroadcast.

Treehouse Tip

Know the law and follow it!


Treehouse Tip

Use the Internet for up-to-date information about copyright law.

Copyright and Intellectual Property Guidelines Links

Information About the LawsCopyright:TeacherTap http://eduscapes.com/tap/topic24.htmCopyright&FairUse http://fairuse.stanford.edu/Copyright&IntellProperty http://arl.cni.org/info/frn/copy/copytoc.htmlCopyrightCenter http://www.copyright.iupui.edu/CopyrightWebsite http://www.benedict.com/CopyrightWorkshop http://www.cyberbee.com/copyrt.htmlUSCopyrightOffice http://lcweb.loc.gov/copyright/

Articles About Copyright Issues10BigMyths http://www.templetons.com/brad/copymyths.htmlCopyrightinaDigitalAge http://www.electronic-school.com/2000/06/0600f2.html

Table 6-2. Copyright Internet Resources.

Off-airrecordingsneednotbeusedintheirentirety,buttherecordedprogramsmaynotbealteredoreditedfromtheiroriginalcontent.

Educationalinstitutionsareexpectedtoestablishappropri-atecontrolprocedurestomaintaintheintegrityoftheseguide-lines.

Mosteducationalinstitutionsandschoolorganizationshaveadoptedcopyrightpolicies;therefore,individualteachersholdtheresponsibilityforanyoftheirownactions.

Videotaping of Satellite-cast ProgrammingTheabovefair-useexemptionsfromthecopyrightlawdonotapplyforsatelliteprogramming.SatellitetransmissionsareprivatecommunicationsprotectedbytheFederalCommunica-tionsActandgovernedbytheCommunicationsAct(Title47,U.S.Code).Programmingfromsatellitetransmissionmaynotberecordedwithoutalicenseorwrittenpermission.

Use of Rental or Purchased “HOME USE ONLY”Ifaneducationalinstitutionpurchasesacopyofavideocas-setteorDVDwithawarninglabel“FORHOMEUSEONLY”,itispermissibletousethetapeforface-to-faceinstructionwithstudents(Section110-1,CopyrightAct).Thekeyhereisthattheprogramisincorporatedaspartofthesystematicteachingac-tivitiesofthecurriculuminwhichitisbeingused.Theprogrammaynotbeshownforotherthaninstructionalpurposesunlessaspecificagreementisenteredintoatthetimeofpurchase.TherentalofaFORHOMEUSEONLYvideotapeforclassroomusebringsissuesofcontractlawintoplay.Basically,whenone

Building Treehouses for Learning: Technology in Today's Classrooms236rentssomething,theyareagreeingtoallconditionsoftherentalagreement,statedorimplied.

Videotaping Television News ProgramsLibrariesandarchivesarepermittedtomakeanddistributecop-iesoftelevisednewsprograms(Section108,f,3).Thisexemp-tionisintendedtoapplytothedailynewscastsofthenationaltelevisionnetworksthatreportthemajoreventsoftheday.Itdoesnotapplytodocumentary,magazine-formatorotherpub-licaffairsbroadcaststhatdealwithsubjectsofgeneralpublicinterest.CopiesofprogramsmadeunderthisprovisionareintendedforresearchandCANNOTbeusedinclassroomsorreproducedforcommercialdistribution.

Public TelevisionPublictelevisiondoesnotmeanthatteachersandschoolshavetherighttorecordandshelvethatPBSprogramming.ThosePBSstationsthatruninstructionaltelevision(ITV)program-mingduringschoolhoursusuallyenterintocontractualagree-mentswithmemberschoolsforonlythatspecificprogramming.TheotherPBSnetworkprogrammingcanbeusedinclassroomsinaccordancewiththeoff-airvideotapingguidelines.ManyofthePBSprograms,suchastheNova seriescanbepurchaseddi-rectlyfromPBSVideoorindividualproducersanddistributors.Inmanycases,thepurchaseofoff-airrecordingrightsismuchlesscostlythantheoutrightpurchaseofvideocassettecopy.

Permissible Uses of Videotaped MaterialsDuplication(includesvideotaping)ofvisualoraudiomaterialsfromanon-dramaticliteraryworkispermittedinordertopro-vidematerialsforthedeaforblind.Inaddition,theseandothercopyrightedmaterialsmaybelegallytransmittedtoblindordeafindividualsviaacableorclosedcircuittelevisionsystem.

Other Videotaping (Copying) ProhibitionsThecopyrightlawanditsrelatedguidelinesdonotallowtheentirereproductionofanyaudiovisualworkinitsentirety,exceptforoff-airvideotapingasperthoseguidelines.Nocon-versionofonemediaformatintoanother;i.e.,from16mmfilmtovideotape,ispermittedwiththeexceptionthatcopiesofoldmotionpicturefilmthatissubjecttodeterioration,andnolon-geravailableforpurchasemaybemadeforarchivalreservation.

TEACH ActTheTechnology,Education,andCopyrightHarmonizationAct(TEACHAct)becameUSlawin2002.TEACHstatesitisnot

Treehouse Tip

Be sure to read the copy-right materials that come with the video.

Chapter 6 - Selecting & Integrating Resources: Video in the Classroom 237copyrightinfringementforteachersandstudentsatanaccred-ited,nonprofiteducationalinstitutiontoshareperformancesanddisplaysofcopyrightedworksaspartofacourseifcertainconditionsaremet.Thisacthasmajorimplicationsforschoolsinvolvedwithdistancelearning.

Seeking Copyright Permissions for VideosOftenateacherseesaprogramthatisbeingbroadcast,rec-ognizesaclassroomuseforthecontent,andmakesacopy.Sometimes,theymaywanttoseekpermissiontokeepanduseaportionoralloftheprogram,long-pasttheprovisionssetforthintheoff-airguidelines.Recognizethatmanycommercialprograms,includingPBSandothers,aremarketedtothegen-eralpublic,andthatinmanycasestheyhavepricingforoff-airrecordingsalreadyinplace.

However,ateachermaystillmakeaformalrequestandsometimesreceivepermissiontokeepthevideotapedprogram-ming.Thatrequesthastobemadetotheorganizationthathasthedistributionrightsfortheprogram.Inmostcasesthatisnotthebroadcastnetworkorstation;butunlessthedistributorisknown,thatistheplacetobeginthesearch.Phoneorcontactthebroadcaststation,directingtheinquirytothe“DirectorofProgramming.”

Inmostcases,theprogrammingdirectorshouldbeabletotellyouthenameandaddressofthedistributororreferyoutosomeotherinformationsource.Onceyouhavelocatedthedistributionrightsholder(copyrightholder)andtheiraddress,aformallettershouldbesentoninstitutionalletterheadrequest-ingpermissiontoretaintheprogram.Areminder,thatdistribu-torsaremarketingtheirproductsandareleeryofanyinfringe-mentofthatmarket;therefore,identifyyourselfandthenmakeyour case on the basis of using the least amount of the program aspossible,brieflyexplainingexactlyhow,where,andwhenyouplantouseitinyourinstruction.Keepingthelettertoun-deronepage,asktopleasemakeandretainonevideocassetteoff-airrecordingoftheprogramorprogramsegment.Includethefollowingdetailswithinyourletter.

IdentifytheworkbycompletetitleBroadcaststationDateandtimeairedProgramorsegmentlength,ifsegmentlocateanddescribe

thatspecificpartUseofthevideotapedcopyIntendeddate(s)ofuse

Provideaplacefortherespondenttocheckeither“permis-siongrantedasperrequest”or“permissiondenied”andaplace

Treehouse Tip

You can sometimes use the Internet to locate the address or email of a video producer or distribu-tor.

Building Treehouses for Learning: Technology in Today's Classrooms238Request for Permission for Classroom Use

Date:NameofCopyrightHolder:AddressofCopyrightHolder:

Dear___________________:

Iama_________________teacherat_____________________school.Irequestpermissiontoreproduceanddistributethefollowingmaterialtostudentsinmyclass(es).

TitleofWork:EditionorCopyrightDate:Author:Portionofworktobeused(specificpages,chapters,sections,illustrations):

Methodofduplication(photocopier,scanner):

Iwillusethematerialfor(supplementalinformation,example,review).Iplantousethismate-rial___timesthisacademicyearwithabout____students.Theduplicatedmaterialswillbeusedonlybymystudentsinmyclassesatmynonprofitinstitution.Yourcopyrightnoticewillbeplacedonallcopies.

Pleaseindicateyourresponseinthespacebelowandreturnthesigneddocumentintheen-closedenvelope.Thankyouforyourconsideration.

Sincerely,

YourName,Title

Permission Notice

____ Igrantpermissiontotheaboverequest.

–––– Idonotgrantpermissiontotheaboverequest.Consentgranted:

–––– Igrantpermissiontotheaboverequestwiththefollowingrestrictions.

Signatureofcopyrightholder Name(pleaseprint):_______________________

__________________________ Title:_________________________Date:_____

Figure 6-29. Sample Permission Form.



Exploring Copyright Permissions

Explore the copyright law.

Takeacopyrightquizatthefollowingwebsite:

Copyright Quiz http://www.techlearning.com/db_area/archives/TL/2002/10/copyright.html

Howdidyouscore?Whatsurprisedyou?

Writealetteraskingpermissiontouseaprogramyou'vevideotapedofftheair.

SearchtheInternetforusefulvideoclipstointegrateintoyourclassroomactivities.Therearelotsofclipsintheareasofsocialstudiesandscience!Howwouldyougoaboutgettingpermissiontousethesevideoclips?


Internet Connection

Multimedia SeedsTo learn more about audio and video in the classroom go to:eduscapes.com/seeds/

fortheirsignature,title,andthedate.Enclosetwocopiesoftheform,andaself-addressed,stampedreturnenvelope.Askiftheywillgrantpermission,topleasechecktheappropriatebox,signtheform,andreturnacopytoyou.Informthemthatthesecondcopyisfortheirfiles.

Figure6-29containsastandardformthatcanbemodifiedforusewithanytopicofmediarequest.Forexample,youmightaskforpermissiontoreproduceacartoon,partofadocument,oraportionofaradioprogram.Modifytheformtomeetyourindividualneeds.Ifyouwishtocopytext,illustrations,orvideoofftheInternet,contactthewebmasterforthatparticularsite.Theiremailaddressisnormallyatthebottomofthefirstpageofthewebsite.

ConclusionVideoisanexcitingadditiontoanyclassroom.Integratingvideointoyourclassroomrequireslittleequipmentorexpertise,butitdoesrequirecarefulplanning.Keepinmindthatyoudon'thavetousetheentireprogram.Selectthevideoelementsthatwillmeetyourobjectives.

Remembertoprevieweachvideothatyouuseanddesignpre-andpost-viewingactivities.Besurethatyouaren'tviolat-inganycopyrightlawswhenyouusethevideooranyotherclassroommaterials.Youshouldbeagoodrolemodelforyourstudentswhenitcomestocopyrightlaw.

TheInternetmakesagreatcompanionforvideointegration.Forexample,PBShasextensiveweb-basedmaterialstoaccom-panythebookandvideoGuns, Germs, and Steel(seeFigure6-30).

Ifyou'reusingcommercialvideosinyourclassroom,trydoingasearchforthenameofthemovieandthewords,"les-son","discussion",or"guide."You'llbesurprisedhowmanygreatmaterialsyou'llfind.Alsotrythenameofthemovieandtheword"webquest."Forexample,youcouldusethistechniqueinsearchingformaterialstousewiththemovieSaving Private RyanforaWWIIunit.

Finally,keepinmindthatmanyofthesearchenginesnowprovidevideosearches.Forexample,tryusingSingingfish(singingfish.com),Yahoo(video.yahoo.com)andGoogle(video.google.com)tosearchforthetopicof"atomicbomb"andyou'llfindmanyshowvideoexamples.


Figure 6-31a,b,c,d. Searches for "atomic bomb" using Hotbot, Google, Yahoo, and Singing Fish.

Figure 6-30a,b. Guns, Germs, and Steel from PBS.



Evaluating and Integrating Videos

Web-based Videos Explore United Streaming or another web-based video subscription service.

Gotohttp://www.unitedstreaming.com/andsignupfora30daytrial.

Afterexploringtheservice,addressthefollowingquestions.

Whataretheprosandconsofthistypeofsubscriptionservice?

Whatdoyouthinkofthebreadthanddepthofthevideosprovided?

Arethenavigationandsearchtoolseffectiveinlocatingvideos?

Comparetheformatsandqualityofthevideos.Whichdoyouthinkaremosteffec-tiveforaK12classroom?Why?

Explorethecurriculummaterials.Doyouthinktheyareeffectiveinaddressingthestatedstandards?Whyorwhynot?

DVD Videos

Create a "wish list" of videos that you think would be useful to preview for your cur-riculum area.

Select one of these movies and do a web search for the title along with some of the following words: lesson, guide, unit, discussion, questions, or WebQuest.

Download - Chapter 6 - Selecting & Integrating Resources: Video in ... · Chapter 6 - Selecting & Integrating Resources: Video in the Classroom. 199. that can be used to help learners explore

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