Presents several case studies of the use of videos to supplement and enhance classroom teaching

1. Using Video in Your Pedagogy:
Examples and Tools from AC Profs

2. Rationale
• To provide a vehicle to assist preservice
teachers grow as professionals
• To empower students to critique their own
work
• To enable students to become full fledged
reflective practitioners

5. Students say….
• This helped me see students who participated. I
knew which students I needed to move.
• I saw student engagement.
• I understood which vocabulary I needed to modify.
• I noticed that my oral reading was not as exciting as
I thought it was. I modified and practiced before
reading to the students again.
• I said “absolutely” over and over.
• This helped me change the pacing of the lesson.
• I changed to using popsicle sticks with the students’
names to call on my students.

6. I have been trying to incorporate digital pedagogy into the MUS 240, MUS 241, MUS
342 music history sequence for a while. Students are required to keep a listening
journal, study selected scores, view selected operas, and read sources beyond the
textbook. I believe that there are opportunities to make some or all of this more
valuable through digital pedagogy.
I would like to find an application or program which would support the listening
journal so that I could see the student comment on a piece and the specific place
in the piece at the same time—that students could actually point to sounds and
sections of a piece digitally and make comments that would be connected to that
place in the music.
These courses use a great deal of visual and video imagery that could better be
utilized if students had access to it outside of the classroom. Currently I show these
in class, but I would like to offer them before and after class, too.
Dan Dominick, 2014 Mellon Digital Pedagogy Grant Application