My life with film
Picture a field of cattle. Have you ever really looked at a cow? Touched one? Zoomed in on its eyes? Cows, cows and more cows: we named them, tried to ride them, and every Spring as the new calves were born my grandfather filmed them, us and his favorite tractor. It was the early 1960’s and I was fascinated by his 1953 Bell and Howell 220, an 8mm home movie camera. I still have it!
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| My treasured movie camera! |
My attempt to learn about Video Sharing
Picture the family sitting around the family room on Christmas eve watching last year's Christmas video. Obviously this isn't what is meant by video sharing. I was aware of YouTube, Google Video, Teacher Tube, etc. but other than for entertainment or some very dry educational material, I really couldn’t understand how this would apply to me personally, or as a teacher or teacher-librarian in a kindergarten to grade five school.
To begin my investigation, I read. I went to wikipedia and discovered not only a clear definition but a listing of over 70 video sharing sites. I continued reading professional books and articles, blogs and any site that came up when I searched for video sharing combined with keywords like kindergarten, school, young children, education, and so on. Lamb & Johnson (2007) provide clear, basic knowledge. Their description of video sharing social networks allowed me to see the similarities to photo sharing. "Some sites...are entire social networks incorporating options for user profiles, video ratings, a list of favorites, tagging and comments. Such sites may also provide options for e-mailing links to videos, as well as embedding the videos in a web site or blog" p. 55-56. Other sites provided links to projects, rubrics and yet more video sharing sites, e.g. Webtools4u2use Wiki. At the same time I began viewing what was out there. I'm delighted to say that I found many clips that were just as entertaining as America's Funniest Home Videos, clips and entire films that would be useful at school, some wonderful ideas for student and teacher use and useful resources for professional development.
Ready to forge ahead, I stayed at work late to see what would get through our filters. Sadly, I spent a frustrating evening at work searching through the seventy+ sites and learned a great deal about my school board in the process. I knew that YouTube was blocked however I was disappointed to find that over fifty of the sites named by Wikipedia were also blocked. What confuses me the most is the number of different reasons for the blocks. I expected and encountered quite a few sites blocked due to reasons labeled as either pornography or R- rated. I was surprised to also find sites blocked because they’re blacklisted, online communities, chat rooms and the one that totally surprises me, web-based storage. I truly expected board officials in riot gear to burst through the library doors as I investigated each site. Thankfully there are a few I can access at work and I'm began to explore these.
To Share or Not to Share, That is the Question (some personal resistance to video sharing)
Picture me, a very private and not particularly social person. I'm not sold on the idea of posting my personal videos to a site that shares them with the world. I like the flickr feature that allows me to mark them private and then I can share only with family and friends. At the same time, I hesitate to send everything that we take. In this sea of great quantity who monitors quality?What is reasonable in this instance? Do the grandparents really want two hours of the grandchildren at the zoo? Do I subject my friends to my travelogue style trip videos? While I like what friends send to me via e-mail like this one from a violin-playing colleague:
I don't spend enough time browsing videos to make sharing a regular part of my communication with them. Watching my teenaged nieces and nephews, I realize that they do. Richardson (2010) points out that "older kids have started gravitating to video in a big way....You Tube...it's also becoming a place where more and more of our students go to publish the artifacts of their lives." p. 121. I need to learn more about this. As my own children hit their teens I'd like to understand what they're doing and why.
Along with sharing personal footage with friends and families I need to set a couple of other personal goals to make video sharing a part of my life. I need to spend a few minutes each day looking at some of the top featured clips on TED , YouTube, and flickr video and start sharing them via e-mail, twitter and facebook. I also need to explore some tags and interest groups for video that I will enjoy at a personal level, e.g. Quilts from Paducah, Ohio , How to winterize and close your swimming pool .
Professional applications - endless and often unsupported possibilities!
Picture one three year old and two four year old boys in the Kindergarten house centre. All three are seated with dolls in their arms. It’s only the third week of school but there is tranquility in the room, each child is very busy. One boy has a book in one hand and is ‘reading’ to his baby. Another has a giant, stainless-steel soup ladle which is being used to feed his baby. The third has his wrapped up in a blanket and he simply holds it. It was an idyllic scene until a fourth child walked past the swaddled baby and asked, “Is it still dead?” Where was my camera? Warlick (2009) states that a video camera is a "device that allows us to capture information about the world around us and then input it into a computer” (p. 86). Years ago we used to record kindergarten students on audio tape and later on video tape. The samples were used as part of their portfolios, with student dialogue and commentary recorded along with teacher interpretations, e.g. parallel play, three-way conversation, speaking in short sentences, role-play reader, etc. I understand this teacher produced anecdotal record. It can be part of a child's portfolio and shared at student-led conferences. Is sharing with classmates and parents, video sharing at this level?
The questions I'm struggling with revolve around what is appropriate video sharing with young children? When do we start, why and how? Obviously I feel very unsupported by my school board. Many sites are blocked. Many of those that I can access are simply to difficult for the age group I work with, e.g. Ma Yo Mo - user-generated news . Our curriculum provides general suggestions as to the role of technology. The blurb is the same in each document and already seems quite out of date: "The Role of Technology in Social Studies, History, and Geography Information and communications technology (ICT) provides a range of tools with a unique capacity to extend and enrich teachers’ instructional strategies and students’
Curriculum resource: It seems obvious that video would be used as a curriculum resource. Google video provides hundreds of great videos to support curriculum e.g. fairy tales like Cinderella, authors reading their stories, e.g. Bill Martin Jr. reads "Brown Bear, Brown Bear" and to support our grade four habitat unit e.g Endangered Animals. The only downfall, is that often these videos come from YouTube and we'll need to use a "work-around" as suggested by Kist, 2010, p. 117.
Professional Development: What better way to model the use of a new tool then to demonstrate during professional development sessions, staff meetings and grade level planning meetings. There are many to choose from including philosophical talks and 'how to' videos like Reading and writing with young children.
Digital Storytelling: Kist (2010) points out that “a popular model for helping students to practice skills in employing images and video is Digital Storytelling.” With our Kindergarten and primary teachers this would be a great place to start. Introducing examples of projects done with young children, e.g. Monarch butterfly project, at team planning meetings will be one way to begin.
learning in social studies, history, and geography. Information and communications technology can be used to connect students to other schools, at home and abroad,
and to bring the global community into the local classroom. Computer programs can help students to collect, organize, and sort the data they gather and to write, edit, and present reports on their findings. The technology also makes it possible to use simulations – in geography, for instance – when field studies on a particular topic are not feasible. Whenever appropriate, therefore, students should be encouraged to use ICT to support and communicate their learning. For example, students working individually or in groups can use computers, CD-ROM technology, and/or Internet websites to gain access to museums and archives in Canada and around the world. Students can also use digital cameras and projectors to design, script, and present the results of their research to their classmates. Teachers will also find the various ICT tools useful in their teaching practice, both
and to bring the global community into the local classroom. Computer programs can help students to collect, organize, and sort the data they gather and to write, edit, and present reports on their findings. The technology also makes it possible to use simulations – in geography, for instance – when field studies on a particular topic are not feasible. Whenever appropriate, therefore, students should be encouraged to use ICT to support and communicate their learning. For example, students working individually or in groups can use computers, CD-ROM technology, and/or Internet websites to gain access to museums and archives in Canada and around the world. Students can also use digital cameras and projectors to design, script, and present the results of their research to their classmates. Teachers will also find the various ICT tools useful in their teaching practice, both
for whole class instruction and for the design of curriculum units that contain
varied approaches to learning to meet diverse student needs" (Ontario Ministry of Education, p.18).
This seems quite vague when it comes to informing uninformed teachers. Specific expectations do little to expand on this philosophy. The first reference in our Social Studies document to 'media works' comes in our grade five Ancient Civilization unit, "use media works, oral presentations, written notes and descriptions, drawings, tables, charts, maps, and graphs to communicate information about early communities" (p. 30). Our board has provided detailed technology skills that are posted on our curriculum instruction support services section of our intranet. Unfortunately, many teachers do not know it exists and it is not mandated. To top it off, our technology policies are often frightening and vague. We are unsure of what we are allowed to do. In spite of this, as teacher-librarian I'm willing to explore and share the possibilities. Here are a few for me to try!
varied approaches to learning to meet diverse student needs" (Ontario Ministry of Education, p.18).
This seems quite vague when it comes to informing uninformed teachers. Specific expectations do little to expand on this philosophy. The first reference in our Social Studies document to 'media works' comes in our grade five Ancient Civilization unit, "use media works, oral presentations, written notes and descriptions, drawings, tables, charts, maps, and graphs to communicate information about early communities" (p. 30). Our board has provided detailed technology skills that are posted on our curriculum instruction support services section of our intranet. Unfortunately, many teachers do not know it exists and it is not mandated. To top it off, our technology policies are often frightening and vague. We are unsure of what we are allowed to do. In spite of this, as teacher-librarian I'm willing to explore and share the possibilities. Here are a few for me to try!
Curriculum resource: It seems obvious that video would be used as a curriculum resource. Google video provides hundreds of great videos to support curriculum e.g. fairy tales like Cinderella, authors reading their stories, e.g. Bill Martin Jr. reads "Brown Bear, Brown Bear" and to support our grade four habitat unit e.g Endangered Animals. The only downfall, is that often these videos come from YouTube and we'll need to use a "work-around" as suggested by Kist, 2010, p. 117.
Professional Development: What better way to model the use of a new tool then to demonstrate during professional development sessions, staff meetings and grade level planning meetings. There are many to choose from including philosophical talks and 'how to' videos like Reading and writing with young children.
Digital Storytelling: Kist (2010) points out that “a popular model for helping students to practice skills in employing images and video is Digital Storytelling.” With our Kindergarten and primary teachers this would be a great place to start. Introducing examples of projects done with young children, e.g. Monarch butterfly project, at team planning meetings will be one way to begin.
Hooks: Videos are motivating. They're a great way to introduce a new topic or inquiry. I'll be kicking off our grade three aboriginal unit by having them guess what is in the bag, answering questions around how people stay warm and by showing this clip, Buffalo (and yes, the item in the bag is a buffalo robe).
Project Presentations: Warlick (2009) focuses our exploration of video by asking “think about how you are currently asking students to demonstrate what they have learned, believe, and know, and imagine how they might express those ideas using video” (p. 122-123). The possibilities are endless. Certainly some basic skills in taking pictures and videos need to be taught. However, when viewing projects on schooltube, I realize that with younger students e.g. grade fives looking at Science: erosion are very directed by the teacher. Maybe this is necessary at this age? I think it takes some of the fun and skill away.
Promotions: We already broadcast weather, jokes and current events over the TV in the front foyer. It's time to begin adding more curriculum to the focus and one of the first places to start are book trailers. Examples like those found on the School library journals trailee-awards are just what I need. The trailers for primary picture books like Don't Let the Pigeon Drive the Bus are great examples and will be encouraging to students. I'm curious to know if anyone has tried making book trailers with students in grade five? grade four? Has anyone tried it any younger?
Speeches and Rants: Several of our junior teachers hog our video cameras. They use them frequently to record students when they're giving oral presentations. Students are then given a chance to view themselves and are given feedback not just on the content but on their presence, use of voice and presentation skills. Sharing some videos like this one on Persuasive Speeches, (we focus on persuasive writing starting in grade three) or this one showing Debates (point of view is discussed as early as Kindergarten) provides yet another avenue for video production and sharing.
Obstacles: While iCarly is a favorite show with lots of students, the possibility of introducing webcasts seems far, far away. Many obstacles are in the way. While teachers will feel fairly safe to view videos from Schooltube and Teachertube we suffer from a lack of access, vague expectations and no professional development. There is no reference to video sharing in our board's computer policies. There are however some frightening statements like, "Student safety is a priority. Anything posted on an unprotected Internet site can be read by anyone on the Internet. At no time can student safety be compromised when selecting Web 2.0 tools" (Peel District School Board, 2008). What does this mean? Are we never to post anything for global consumption? Add to that a lack of equipment, (two video cameras for over 1000 students) and an already heavy curriculum why would a teacher even attempt videosharing? Kist (2010) describes a situation similar to mine and a teacher who unsuccessfully breaks a few rules to use a ning with his underage students. I'm not willing to do this and appreciate that Kist raises the question, "what does "in loco parentis" look like in this new arena of social networking" (p. 118)?
Obstacles: While iCarly is a favorite show with lots of students, the possibility of introducing webcasts seems far, far away. Many obstacles are in the way. While teachers will feel fairly safe to view videos from Schooltube and Teachertube we suffer from a lack of access, vague expectations and no professional development. There is no reference to video sharing in our board's computer policies. There are however some frightening statements like, "Student safety is a priority. Anything posted on an unprotected Internet site can be read by anyone on the Internet. At no time can student safety be compromised when selecting Web 2.0 tools" (Peel District School Board, 2008). What does this mean? Are we never to post anything for global consumption? Add to that a lack of equipment, (two video cameras for over 1000 students) and an already heavy curriculum why would a teacher even attempt videosharing? Kist (2010) describes a situation similar to mine and a teacher who unsuccessfully breaks a few rules to use a ning with his underage students. I'm not willing to do this and appreciate that Kist raises the question, "what does "in loco parentis" look like in this new arena of social networking" (p. 118)?
It looks like it will be up to me, the lowly teacher-librarian, to model possible uses of video-sharing through team-teaching situations in the library. I realize that in spite of the obstacles
the possibilities are endless. I'll begin with Lamb & Johnson's (2007) great advice, "Video-rich projects are a wonderful way for the teacher-librarian to collaborate with classroom teachers. Begin by exploring video-sharing web sites to identify good examples of student projects" (p. 56).
the possibilities are endless. I'll begin with Lamb & Johnson's (2007) great advice, "Video-rich projects are a wonderful way for the teacher-librarian to collaborate with classroom teachers. Begin by exploring video-sharing web sites to identify good examples of student projects" (p. 56).
References
Kist, W. (2010) The Socially networked classroom: Teaching in the new media age. Thousand Oaks, CA: Corwin
Lamb, A. & Johnson, L. (2007). Video and the Web, part 2: sharing and social networking. Teacher Librarian, 35 (2), 55 – 58.
Ontario Ministry of Education (2004). The Ontario curriculum: Social studies grades 1 to 6. Toronto, ON: Queen's Printer for Ontario.
Peel District School Board, (2008). Guideline: School and teacher use of web 2.0 tools. Retrieved from:
Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin.
Warlick, D. F. (2009). Redefining literacy 2.0. Columbus, OH: Linworth Books
