The use of digital video in class: a pedagogical proposition

Souza, Karla Isabel de; Amaral, Sérgio Ferreira do

doi:10.3916/c31-2008-03-035

Cited by 7 publications

(5 citation statements)

References 1 publication

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“…In language situations, students can use the video to explore non-accessible spaces in both 2D and 3D, discover real scientific experiments, develop their autonomous production, facilitate creativity, and reinforce their mastery of these tools through accessible and contextual social practice (Chen and Chen, 2015). The video should be introduced in all subjects "as a medium for working and creating" (De-Souza and Ferreira-do-Amaral, 2008;Darian and Kapuler, 2016). When the teacher wishes to use a video, it is necessary to consider its educational dimension and the reasonable use of the video.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Pedagogical video: a key learning object for e-learning, from mediation to mediatization

Ikram,

Omar,

Mohamed

et al. 2024

Front. Educ.

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Current developments relating to integrating information and communication technologies (ICT) in learning lead us to wonder about the positive impact that pedagogical video can have on e-learning devices mediating between teacher and learner. Determining the concepts of mediatization and mediation constitutes one of the essential bases of any pedagogical engineering of mediated videos to ensure better transmission of knowledge. To articulate the two concepts of mediation and mediatization, designers, teachers, and trainers must not only mediate the contents of the video but also the pedagogical relation, the design and production process, without forgetting the scenarization phase of the pedagogical videos, which occupy an important place in the pedagogical engineering. In our article, after giving an overview of the two concepts, mediation, and mediatization, we define the pedagogical video, the use of the pedagogical video, and the forms of the pedagogical video. Then, we identify the mediatization tools of pedagogical videos and their mediatization articulation according to previous studies.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Pedagogical video: a key learning object for e-learning, from mediation to mediatization

Ikram,

Omar,

Mohamed

et al. 2024

Front. Educ.

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“…En otros estudios cuantitativos hechos (García, 2014), (de la Fuente et al, 2013), (Quesada, 2014), (Álvarez, 2016) el uso del video didáctico procura aprendizaje significativos que se quedan en la memoria a largo plazo, los referentes teóricos que da soporte a esta investigación son los relacionados a los videos interactivos como recurso didáctico para favorecer el proceso de enseñanza aprendizaje en la actualidad no hay trabajo similares a esta investigación debido a la reciente aparición de la herramienta. De Souza et al (2008) quien asevera que desarrollar y elaborar materiales didácticos requiere tener características apegadas a la realidad del estudiante desde diferentes puntos de vista sociales y académicos.…”

Section: Marco Teóricounclassified

“…De Souza y Ferreira (2008) resaltan que el responsable no sólo del diseño del material sino del aprendizaje o de la transferencia del conocimiento es el docente. La responsabilidad no recae en el estudiante, pues se considera que él viene de un proceso de aprendizaje tradicionalista y presencial.…”

Section: Marco Teóricounclassified

video interactivo: Recurso Innovador generador de Transversalidad en la Enseñanza

Cortés

Bazán

Esquivel

et al. 2020

EDU

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El problema de investigación es la dificultad de los profesores y estudiantes para incorporar la tecnología en el proceso de enseñanza y aprendizaje. El objetivo de esta investigación cuantitativo descriptivo de intervención es conocer el impacto que tiene la propuesta didáctica de presentar que el uso del video tiene otro alcance didáctico como la práctica de alguna temática específica para complementar el contenido a trabajar dentro o fuera del salón de clases a través de una plataforma educativa. La metodología consistió en una intervención en dos grupos, se aplicó una encuesta después de la intervención para evaluar la accesibilidad y entorno de la plataforma. Encontrando que la propuesta resultó motivante y fortalece la enseñanza y el aprendizaje; concluyendo la importancia de generar ambientes virtuales y herramientas digitales a pesar de la limitación de condiciones técnicas por parte de la institución

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“…An experiment of this kind was carried out in Spain, students having as a topic the creation of a video that should include information about a particular subject in the sciences. When pupils presented the videos in the classroom, they noticed the intense discussion about the content, being a useful reflection moment (Souza & Ferreira, 2008). Students have come to understand the information, having a critical attitude, too.…”

Section: Digital Instruments Used In Gymnasiummentioning

confidence: 99%

Creativity, Interdisciplinary Education and the Use of Technology – Conditions for a Modern Education

Mihai¹

2019

RevPed

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The teacher can develop the students' creativity through different strategies, and it is up to him/her that the lessons should be attractive, interesting and lead on the one hand to a good collaboration among students, and on the other hand, to a good collaboration among the teacher and his/her students. Interdisciplinary teaching appears to be a necessity to overcome the artificial boundaries among disciplines and to correlate their contents, and the use of technology within classes helps to improve the educational process by seeking knowledge and skills that enable the student to adapt to the requirements of society, which are in constant evolution. The use of technology favours the teaching process through the following features: through multidisciplinary activities, by allowing access to non-school educational resources, by using images, sounds that facilitate the understanding of some abstract concepts, through the ability of searching for sources of information that stimulate curiosity, through the possibility of practicing for the formation of skills, through collaborative interactions in solving some projects. In order to achieve a modern, but also highly qualitative education, the teacher has to combine classical and modern methods correctly, to be creative, and the technology should be used with measure and at the right time. The key to the successful use of informational and communicational technology is not the choice of tools or programs, but the ability of the teacher to plan, create and implement a creative and effective activity.

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The use of digital video in class: a pedagogical proposition

Cited by 7 publications

References 1 publication

Pedagogical video: a key learning object for e-learning, from mediation to mediatization

Pedagogical video: a key learning object for e-learning, from mediation to mediatization

video interactivo: Recurso Innovador generador de Transversalidad en la Enseñanza

Creativity, Interdisciplinary Education and the Use of Technology – Conditions for a Modern Education

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