The Power of Film, Video and TV in the Classroom (Visual Literacy)
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The Power of Film, Video and TV in the Classroom (Visual Literacy)

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The Power of Film, Video and TV in the Classroom (Visual Literacy) The Power of Film, Video and TV in the Classroom (Visual Literacy) Presentation Transcript

  • Republic of the Philippines MINDANAO STATE UNIVERSITY COLLEGE OF EDUCATION Fatima, General Santos City LESSON 4: CONFINES OF EDUCATIONAL TECHNOLOGY TOPIC 7: The Power of Film, Video and TV in the Classroom (Visual Literacy) Presented to: Maria Theresa P. Pelones, D. M. Class Schedule: TFr /1:00- 2:30 Discussant: Ierine Joy L. Caserial
  • OBJECTIVES: At the end of the session, at least 75 % of the students should be able to:
  • “If Muhammad cannot go to the mountain, bring the mountain to Muhammad.”
  • Introduction The appeal of visual media continues to make film, video and television as educational tools with high potential impact. They are now more accessible and less cumbersome to use. Let us take advantage of them in the classroom.
  • Can give opportunity to teachers to view themself while they teach for purposes of self-improvement- Teachers can view themselves while they teach with video cam and TV they can view themselves while they teach after. Can be both instructive and enjoyable. - With sight and sounds and motion, TV is much more enjoyable. Bring the world of reality to the home and to the classroom through a “live” broadcast or as mediated to through film or videotape.- Not all of us have the opportunity to see life underneath the see. But with TV, we are able to see life at the bottom of the sea right there in our Sala or bedroom through discovery channel, Make some programs understandable and appealing to a wide variety of age and educational levels. Literate and illiterate , young and old – all benefits from the common experience that the TV transmits Be the most believable news source Become a great equalizer of educational opportunity because program can be presented over national and regional networks. Provide us with the sounds and sights not easily available even to the viewer of a real event through long shots possible by the TV camera- afraid of the mammoth crowd every time Baguio celebrates the Panagbenga (Flower Festival) Abstraction The film, video and the TV are indeed very powerful. Dale (1969) says, they can: Bring models of excellence to the viewer- we can see and hear the excellent scientist like John Glenn, the excellent speaker and master teachers who lectures and demonstrate a teaching method or professional development of teachers. Transmit a wide range of radio- visual materials, including still picture, film, object, specimen and drama, for example: Make us see and hear for ourselves world event as they happen. With the sense of helplessness, with witnessed the fire that engulfed homes in San Diego, California lst year as it happen through TV. When the strong Earthquake shook Baguio, Agoo, Dagupan and Nueva Ecija, Philippines on July 16, 1990, the aftermath of the earthquake was shown live in TV.
  • They only encourage passivity because television and film is one-way communication device. The small screen size puts television at a disadvantage compared with the possible size of projected motion pictures Excessive TV viewing works against the development of the child's ability to visualize and to be creative and imaginative. There are much violence in television
  • the classroom should be prepared. - The room should be darken but not completely because students might take down notes while viewing. First and foremost, Basic Procedures in the Use of TV as a Supplementary Enrichment: the teacher should set goals and expectations and point out the key points which are needed to focus. Previewing the teacher must not interrupt viewing by inserting cautions and announcements to give during the previewing stage. Viewing the teacher would ask what the students have learned and let them summarize what was learned. Post viewing
  • APPLICATION The film, video and television are powerful tools. When they era used appropriately and moderately, they can make the teaching- learning process more concrete, lively, colourful and interactive. It contributes to a more lasting learning fun. misuse and abuse people’s aggressive behaviour.
  • The Effect of TV
  • The effect of TV depends on how it is used. We agree that the TV can give a more accurate, more lively and more colourful presentation of a difficult topic in physics for instance when the one who teachers the topic is inexperience and can only make use of still pictures in black and white as visual aid. We are aware of the numerous educational benefits of the use of the TV as enumerated in this lesson. But when use in excess, it can also impair the development of the children’s ability to visualize, to be creative and imaginative. Worse, is when children get exposed to violence in TV.
  • The damage has far reaching effects. Social psychologist Craig A. Anderson gave this testimony to the US Senate on March 21, 2000: The media violence effect on aggression is bigger than the effect of exposure to live on IQ score in children, the effect of calcium intake in bone mass, the effect of home work on academic achievement, or the effect of asbestos exposure on cancer...High exposure to media violence is major contributing cause of the high rate of violence in modern U.S society.
  • V i a u s l L eti r a yc
  • Visual literacy, or the ability to evaluate, apply, or create conceptual visual representations.
  • The didactic approach consists of rooting visualization in its application contexts, i.e. giving students the necessary critical attitude, principles, tools and feedback to develop their own high-quality visualization formats for specific problems (problem-based learning). The students thus learn about the commonalities of good visualization in diverse areas, but also explore the specificities of visualization in their field of specialization (through real-life case studies). They will not only learn by doing, but in doing so contribute new training material for their
  • Sources: Rosalinda, O. (2009). “The Power of Film, Video and TV in the Classroom”. retrieved on June 30, 2013 from www.slideshare.com/ed105A.pptx Enduringarts. “The Power of Film, Video and TV in the Classroom”. retrieved on June 30, 2013 from www.slideshare.com/thepoweroftvfilmandvideointheclassroom-130217234827- phpapp01 LB#12, “THE POWER OF FILM, VIDEO AND TV IN THE CLASSROOM”. retrieved on June 30, 2013 from http://melancolicobeatriz76.blogspot.com/2011/02/power-of-filmvideo-and-tv-in- classroom.html Visual literacy org. “Visual Literacy: An E-Learning Tutorial on Visualization for Communication, Engineering and Business”. retrieved on June 30, 2013 from http://www.visual-literacy.org/
  • Thank you for listening.