This document discusses how films can be used to support student learning in K-12 classrooms. It analyzes two short films, "Props" and "Forbidden", looking at features like settings, characters, and how they relate to the curriculum. It argues that incorporating new technologies like film allows students to learn in visual, tactile ways and make real-world connections. Some examples given of how technology could be applied in history classes include students blogging as journals, using email and social media for collaboration, and recording interviews. The document concludes by stating technologies help students develop important skills and determine reliable information sources, and should therefore be embraced in classrooms.

1. Films-what can they
mean…
Within my life time I have never known what it is like to be
without a television, phone, mobile, computer, CD player
or an iPod. These are things that we accept as normal, but
within such a technologically driven world how are we
supposed to find meaning and how can we create our
own technologies to portray our own perspectives?
Amy Gardiner, 2011.
…for students and
teachers?

2. Building real world connections to support
student learning through film.
A Vision of K-12 Students Today :
• Feature: Props-the small whiteboards
• The use and understanding of
technologies connects students to
the ‘real world’ as they use
technology in order to gain
information and put information into
society.
• Student learning: in allowing the use
of new technologies in schools,
students are able to be visual, tactile
and practical, innovative learners.

3. Forbidden
• Feature: Setting
• Juxtaposition: ‘normal’ house against a idiosyncratic family.
Response: empathic
• Everyday connection: understand about family situations.
• Student support: Thus encouraging social support and
connectedness in the classroom.

4. Features and Curriculum.
• ‘Forbidden’
• Feature: casting- three generations of women
grandmother, mother and daughter.
• Significance: struggling within their generational roles.
• Links to the curriculum: Stage 4-Investigating History and
Stage 5-Changing Rights and Freedoms.

5. • A Vision of K-12 Students Today
Feature: Film
Curriculum: development of ICT
Students to view, receive and look at a source for it’s relevance.
Stage 5-Topic 8: Australia’s Social and Cultural History in the Post-
War Period.
This provides students with the view that certain issues are given
meaning in order to persuade people to gain a particular view.
Therefore, students will be able to use this within their
assignments to order to portray meaning.

6. Applications for technology in
History.
-a blog as journal in order to document their life as a student in the 21st
Century
-e-mail and facebook in order to create groups so students can work
together on projects as well as developing communication skills.
-film and recording in order to capture interviews.
- All of these technologies allow creativity in students work and allows them
to be visual and tactile learners. In using these technologies students are
able to actively engage in their learning, helping them sort through
information to gain meaning.

7. Current learning and new learning
opportunities for students
As noted on the previous slide, there are many new technologies
being developed to help student understanding. In using these
technologies students are able to develop skills across the
curriculum, through the use of media and computer outlets.
Students are able to communicate more effectively with other
students and it encourages skills including: design, visual, listening,
and group work. Students are able to determine what sources of
information are reliable and what ones not. In taking these skills
across all subjects students are able to be efficient at them and to
continue to use them within everyday life including that of a job.
Therefore, students should be allowed in classrooms to engage and
develop with the new technologies out including the use of
facebook and film.

8. Things to take forward with me, now
and for my teaching career:
• Within both films, there is little to no talking, in doing
so it focuses you on the subjects in front of you and
allows you to gain your own perceptions about what is
happening an d what it means. I’ve realised that the
simplest ideas can have the greatest meanings. This is
something I want my students to know and
understand.
• From the films it shows the development in the
techniques of filmmaking, so I will always remember
that new technologies are being developed and I must
learn and understand them if I am to ensure student
understanding about content knowledge.

9. To the future