This document summarizes the history of audio and video recording technologies used in education from the 1970s onwards. It discusses how inexpensive audio and video cassette recorders in the 1970s allowed teachers to more easily record and store their own teaching materials. Early formats discussed include audio cassettes, reel-to-reel video and audio recorders, and various video camera models. The development of video cassette recorders in the 1970s further reduced costs and barriers to classroom video recording. However, video technologies saw less usage in schools over time due to issues like tapes only being requested by some teachers and rarely edited for new lessons.

1. CHAPTER 9:
VIDEO AND AUDIO
RECORDING - REMOVING THE
BARRIERS
PRESENTERS:
MUHAMMAD NAZIRUL BIN BAKARUDIN (1416397)
MOHAMAD SHAHRIL BIN ROZALEE (1416835)
MUHAMMAD SYAHMI MARZUQI GHAZALI (1418583)
RAHMAT HIDAYAT BIN MAT RIFIN (1517299)
INSTRUCTOR:
MR SHUKRI BIN NORDIN
Audio and Video
Recording by Nazirul, Shahril,
Rahmat and Marzuki is licensed
under a Creative Commons
Attribution-NonCommercial 4.0

2. INTRODUCTION
• In 1970s, inexpensive audio and video
cassette recorders change the nature of
teaching and learning.
• It enables all teachers to provide their
students with quality audio and video
materials when needed.
• the facility not only to record and time shift,
but also to readily edit, create and store their
‘own’ audio and video teaching materials.

3. • Teachers can store large quantities of quality
sound and motion picture material, and use
them for their lessons when and where they
wished.

4. AUDIO
CASSETTES

5. AUDIO CASSETTES
• Cassette which can store music and sounds.
• Used with a "cassette player" or "cassette
recorder".
• Store the sound on a magnetic tape that is
wound around the two reels in the cassette.
• Was invented in 1962 by the Philips company
called “Compact Cassette”.
• It becomes popular during 1970s to listen to
music.

7. •Pre-recorded audio cassettes created
with the new Dolby sound facility.
•Students even in the early childhood
classes could begin recording their own
audiotapes.
• On reflection, the cassette recorders used by
most schools were cheap, with very average
sound quality

8. EARLY
VIDEO

9. USAGE IN
SCHOOL
TIME
DISADVANTAGEADVANTAGE

10. ADVANTAGES
• MAKE LEARNING MORE INTERESTING
• SHOW THE VIDEO EVIDENCE TO THE
STUDENTS

11. DISADVANTAGES
• NOT PRACTICAL
• EXPENSIVE
• REQUIRED DEGREE OF EXPERTISE

12. REEL TO REEL VIDEO
RECORDER

13. REEL TO REEL AUDIO
RECORDER

14. CAMERA MAKE THE
SCENE
• Sony, JVC and Hitachi
• Panasonic Porta-pak
• ¾-inch VCR

15. 1970s – U-matic development
1976s- In the Australian Capital Territory,
secondary colleges use the method.
Examples :
1. Waverly College in Sydney
2. Wesley College in Melbourne

16. Left : JVC U-Matic video recorder
Centre : a teacher setting up the U-Matic video recording
Right : the 1st Panasonic black and white studio camera

17. VIDEO CASSETTE
RECORDER (VCR)

18. In 1970 Philips developed a home video
cassette format specially made for a TV
station
It used square cassettes and half-inch
(1.3 cm) tape.
Mounted On Coaxial Reels.
The first model was equipped with a simple
timer that used rotary dials.

20. THE AVCO
CARTRIVISION SYSTEM
the first format to offer feature films for
consumer rental.
Like the Philips VCR format, the square
Cartrivision cassette had the two reels of
half-inch tape mounted on top of each other,
but it could record up to 114 minutes.
using an early form of video
compression that recorded only every
third video field and played it back three
times

21. TEACHING PATTERNS
• video recording established in the early
1980s largely continued in use worldwide
until the latter 2000s.
• While the digital video recorder (DVD) and
hard-drive technology was slowly replacing
the VCR in the home and most schools.

22. CAUSES OF WHY LESS
PEOPLE USE THE TAPES
the video tapes were requested and used by only a
small proportion of teachers
a small proportion of teachers did make extensive
use of the material
the tapes were used as broadcast; there was little
or no effort made to edit or use the ‘cut and paste’
facility to create new lessons
the tapes were used as supplementary teaching
materials; none had seen the tapes being used (as
envisaged by the advocates of educational
television) as central to everyday teaching.

23. REFERENCES
• Lee, M. & Winzeried, A. (2009). The Use of
Instructional Technology in School.
Australia: Acer Press.

24. THE END