Kids are exposed to illuminating concepts all day now (Prensky, 2008). Today, when they enter school as students, their fervor for learning is relatively diminished from what it once was. This is why it is important to learn how students learn and what makes them tick. During the time spent with this course, I have crafted my GAME Plan, which centered on the use of video analysis within activity to better assess comprehension and implementation. I have researched various options and the ramifications of them and developed a better understanding for the options that are available.
In this course, I learned that it is imperative to create a scenario by which student reflection is necessary (Cennamo, Ross & Ertmer, 2009, p. 51). Technology aids in the synthesis and analysis processes (Laureate Education, Inc, 2010), which led me to video analysis process. Throughout the class though I have discovered that video cameras are too expensive, limited in availability, difficult to get an understanding of and are too bulky for consistent use; this has forced me to adapt my GAME plan to video analysis through recording on cell phones.
Assistive technology can help almost any student (Laureate Education, Inc., 2010) and by allowing them to use their phones to record video, they are incorporating a tool that not only are they are comfortable with, but have an affinity for using, especially with their friends. Not only can this recording help my assessment process, it can give the student the ability to self-assess, providing them with the detailed feedback that comments or demonstrations may not be able to do (Cennamo, Ross & Ertmer, 2009, p. 156).
I also learned this week that just because students are active does not necessarily mean that they are engaged in authentic learning (Cennamo, Ross & Ertmer, 2009, p. 311). Helping students to find something that they are interesting in doing outside of class is more in line with physical education goals. Video helps when class sizes are large by helping to individualize instruction (p. 317) and can be reflected on using social networking sites or similar platforms.
Going forward, I would like to take these components of the GAME Plan and incorporate it into more digital storytelling. Digital storytelling allows for a wider audience to add incentive that before was either impossible or unreasonable (Laureate Education, Inc., 2010). Video editing can take a while in this process but I feel that the cell phone approach removes the tedious middle steps and allows for the possibility for collaboration, particularly at home, in a shorter time frame.
As long as students are in line with privacy laws, I will strive for an increase in video recording in my classes to keep students engaged and expand their learning potential.
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach.
Belmont, CA: , Cengage Learning. Wadsworth
Laureate Education, Inc. (Executive Producer). (2009). Integrating technology across the content
Prensky, M. (2008). Turning on the lights. Educational Leadership, 65(6), 40–45.