The Power of Film, Video and TV in the Classroom (Visual Literacy)
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.
TFr /1:00- 2:30
Discussant: Ierine Joy L.
At the end of the session, at least 75 % of the students should be able to:
cannot go to the
mountain, bring the
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
Can give opportunity to
teachers to view themself
while they teach for purposes
Teachers can view
themselves while they teach
with video cam and TV they
can view themselves while
they teach after.
Can be both
enjoyable. - With
sight and sounds and
motion, TV is much
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
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
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)
The film, video and the TV are indeed very powerful. Dale (1969) says,
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
Transmit a wide range of radio- visual materials, including still
picture, film, object, specimen and drama,
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
The small screen size puts television at a disadvantage
compared with the possible size of projected motion
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.
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.
the teacher must not interrupt viewing by inserting
cautions and announcements to give during the
the teacher would ask what the students have learned and
them summarize what was learned.
The film, video and television are
powerful tools. When they era used
appropriately and moderately, they
can make the teaching- learning
concrete, lively, colourful and
interactive. It contributes to a more
lasting learning fun.
misuse and abuse
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.
Visual literacy, or the
evaluate, apply, or create
The didactic approach consists of rooting
visualization in its application
contexts, i.e. giving students the
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
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
LB#12, “THE POWER OF FILM, VIDEO AND TV IN THE CLASSROOM”.
retrieved on June 30, 2013 from
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/