Lesson 12-the-power-of-filmvideo-and-tv-in-the-classroom
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This document discusses the capabilities and limitations of television, film, and video as educational tools. It outlines how they can bring models of excellence and real world events into the classroom through broadcasts or recordings. They allow viewers to see events from different angles and make some content understandable to a wide range of ages. However, television and film are one-way mediums that can encourage passivity in viewers. Their small screens also limit the size of content compared to movies. Pre-viewing activities for effective lessons include setting goals, linking to prior lessons, providing context, and pointing out focus areas, while avoiding interruptions during viewing.
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Ed Tech Lesson 12 Power of Film, Video and TV in the Classroom
The document discusses the power of film, video, and TV to be believable news sources, make programs understandable to various ages and education levels, and provide equal educational opportunities. It can also allow teachers to view themselves teaching for self-improvement and be both instructive and enjoyable. However, there are also limitations to film, video, and TV. Effective use of TV as an enrichment tool in the classroom requires following basic procedures. When used appropriately, these tools can enhance the teaching and learning process but misuse may negatively impact children's development.
The power of film, video and tv
The document discusses the educational benefits of using film, video, and TV in the classroom. It outlines that audiovisual media can transmit a wide range of content to viewers and bring realistic examples to students. However, TV also has limitations as a one-way communication device with a small screen size that could hinder creativity if used excessively. The document provides basic procedures for using TV as a supplementary tool which includes preparing the classroom, conducting pre-viewing and post-viewing activities, and summarizing what was learned.
The power of tv, film and video in the classroom
The document discusses the educational potential of television, film, and video in the classroom. It notes that visual media can transmit a wide range of audiovisual content and bring real-world examples into the classroom. However, television can also encourage passivity in students. The document provides basic procedures for using television in the classroom in a way that counters passivity, such as preparing students, guiding viewing with pre- and post-viewing discussions, and focusing on student engagement and learning.
Jerose 131103202857-phpapp02
The document discusses the power of film, video, and television in the classroom. It notes that they can transmit a wide range of audiovisual materials, bring models of excellence and the real world into the classroom, make world events understandable, and provide unique perspectives. However, it also acknowledges limitations, such as encouraging passivity, small screen sizes, reducing creativity and imagination with excessive viewing, and exposing children to violence. The document concludes by outlining basic procedures for using TV as a classroom supplement, including preparing the classroom, pre-viewing activities, viewing, and post-viewing activities.
jerose
The document discusses the power of film, video, and television in the classroom. It notes that they can transmit a wide range of audiovisual materials, bring models of excellence and the real world into the classroom, make world events understandable, and provide unique perspectives. However, it also acknowledges limitations, such as encouraging passivity, small screen sizes, reducing creativity and imagination with excessive viewing, and exposing children to violence. The document concludes by outlining basic procedures for using TV as a classroom supplement, including preparing the classroom, pre-viewing activities, viewing, and post-viewing activities.
The Power of Film, Video and TV in the Classroom
Films, videos, and TV can be used in the classroom to transmit audio-visual materials like pictures, films, and drama to students. They allow realities to be brought into the classroom and make topics more understandable to diverse audiences. When using audio-visual materials, teachers should prepare the classroom, provide preview activities, avoid interrupting viewing, ensure clarity, and ease students into discussion with light questions. The benefits of audio-visual materials include creating experiences, making learning interactive, enhancing lessons, and accommodating different learning styles, while potential setbacks can include promoting laziness and hindering creative thinking.
the power of film video and tv-160221150814.pptx
This document discusses the power and educational potential of film, video, and television in the classroom. It notes that visual media can transmit a wide range of audiovisual content and bring real-world experiences into the classroom. While visual media can effectively teach and engage students, it also has limitations like passivity, screen size, and potential negative impacts of excessive viewing like reduced creativity. The document provides basic guidelines for effective use of visual media in the classroom, including preparing the classroom environment, pre-viewing and post-viewing discussion activities, and assessing student understanding.
Distance education tv
This document discusses the use of television in distance education. It begins by explaining that video and TV are commonly used in distance teaching programs around the world, either as the primary method of content delivery or as a supplement to printed materials. It then provides basic production and design tips for instructional videos and TV. The rest of the document outlines what television broadcasting is, lists reasons to use TV in education such as supporting teaching and presenting unreachable facts, and discusses advantages and limitations of educational television. Delivery methods and concerns regarding TV in education are also addressed.
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The document discusses the educational benefits of using film, video, and TV in the classroom. It outlines that audiovisual media can transmit a wide range of content to viewers and bring realistic examples to students. However, TV also has limitations as a one-way communication device with a small screen size that could hinder creativity if used excessively. The document provides basic procedures for using TV as a supplementary tool which includes preparing the classroom, conducting pre-viewing and post-viewing activities, and summarizing what was learned.
The power of tv, film and video in the classroom
The document discusses the educational potential of television, film, and video in the classroom. It notes that visual media can transmit a wide range of audiovisual content and bring real-world examples into the classroom. However, television can also encourage passivity in students. The document provides basic procedures for using television in the classroom in a way that counters passivity, such as preparing students, guiding viewing with pre- and post-viewing discussions, and focusing on student engagement and learning.
Jerose 131103202857-phpapp02
The document discusses the power of film, video, and television in the classroom. It notes that they can transmit a wide range of audiovisual materials, bring models of excellence and the real world into the classroom, make world events understandable, and provide unique perspectives. However, it also acknowledges limitations, such as encouraging passivity, small screen sizes, reducing creativity and imagination with excessive viewing, and exposing children to violence. The document concludes by outlining basic procedures for using TV as a classroom supplement, including preparing the classroom, pre-viewing activities, viewing, and post-viewing activities.
jerose
The document discusses the power of film, video, and television in the classroom. It notes that they can transmit a wide range of audiovisual materials, bring models of excellence and the real world into the classroom, make world events understandable, and provide unique perspectives. However, it also acknowledges limitations, such as encouraging passivity, small screen sizes, reducing creativity and imagination with excessive viewing, and exposing children to violence. The document concludes by outlining basic procedures for using TV as a classroom supplement, including preparing the classroom, pre-viewing activities, viewing, and post-viewing activities.
The Power of Film, Video and TV in the Classroom
Films, videos, and TV can be used in the classroom to transmit audio-visual materials like pictures, films, and drama to students. They allow realities to be brought into the classroom and make topics more understandable to diverse audiences. When using audio-visual materials, teachers should prepare the classroom, provide preview activities, avoid interrupting viewing, ensure clarity, and ease students into discussion with light questions. The benefits of audio-visual materials include creating experiences, making learning interactive, enhancing lessons, and accommodating different learning styles, while potential setbacks can include promoting laziness and hindering creative thinking.
the power of film video and tv-160221150814.pptx
This document discusses the power and educational potential of film, video, and television in the classroom. It notes that visual media can transmit a wide range of audiovisual content and bring real-world experiences into the classroom. While visual media can effectively teach and engage students, it also has limitations like passivity, screen size, and potential negative impacts of excessive viewing like reduced creativity. The document provides basic guidelines for effective use of visual media in the classroom, including preparing the classroom environment, pre-viewing and post-viewing discussion activities, and assessing student understanding.
Distance education tv
This document discusses the use of television in distance education. It begins by explaining that video and TV are commonly used in distance teaching programs around the world, either as the primary method of content delivery or as a supplement to printed materials. It then provides basic production and design tips for instructional videos and TV. The rest of the document outlines what television broadcasting is, lists reasons to use TV in education such as supporting teaching and presenting unreachable facts, and discusses advantages and limitations of educational television. Delivery methods and concerns regarding TV in education are also addressed.
The power of film ,video and tv
Film, video, and TV can be powerful instructional tools when used appropriately in the classroom. They make teaching and learning more concrete by transmitting a wide range of audio and visuals to bring models of excellence and realities of the world to viewers. When implemented correctly through preparatory activities, focused viewing, and reflective post-viewing discussions, visual media can equalize educational opportunities and enhance learning. However, they also have limitations such as one-way communication and potential for excessive viewing of violence on TV.
The power of film ,video and tv
Film, video, and TV can be powerful instructional tools when used appropriately in the classroom. They make teaching and learning more concrete by transmitting a wide range of audio and visuals to bring models of excellence and realities of the world to viewers. When implemented correctly through preparatory activities, focused viewing, and reflective post-viewing discussions, visual media can equalize educational opportunities and enhance learning. However, they also have limitations such as one-way communication and potential for excessive viewing of violence.
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This document discusses the power and educational potential of film, video, and television in the classroom. It notes that visual media can transmit a wide range of audiovisual content and bring real-world experiences into the classroom. While these tools can be highly engaging and impactful, they also have limitations like encouraging passivity in students and small screen sizes. The document provides basic guidance for teachers on how to effectively incorporate these media into lessons, such as preparing the classroom environment, engaging students before and after viewing, and linking the content to past lessons.
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The document discusses the power of visual media like film, video, and television in the classroom. It notes that these tools can bring reality into the classroom, allow teachers to self-evaluate their teaching, and make topics more enjoyable. However, excessive viewing can discourage creativity and imagination in students. The document also discusses visual literacy and how visualization skills are important but must be taught with proper context and critical thinking.
Report prof ed
This document outlines guidelines for effectively using television, film, and video in the classroom. It discusses the educational benefits of audiovisual media, including exposing students to events and ideas they otherwise couldn't experience. It provides procedures for classroom preparation and viewing, such as darkening the room and positioning students within line of sight of the screen. Post-viewing activities are also described, like engaging students in discussion about the content and what they learned. While audiovisual media have advantages, the document notes they also have limitations, such as being passive and potentially replacing creative thinking with excessive viewing.
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The document discusses the history and advantages of using film, video, and television in the classroom. It notes that instructional television first reached large audiences in 1961 through a program beaming content to classrooms across six US states. Some key benefits highlighted include exposing students to a wide range of audiovisual content, bringing real-world examples and events into the classroom, and making educational opportunities more equal. However, the document also outlines limitations such as television encouraging passivity in students and the potential negative effects of excessive viewing. It concludes with basic best practices for integrating these media into classroom lessons.
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The document discusses the power of film, video and TV in the classroom. It outlines several key educational benefits: (1) helping develop literacy, numeracy, and social skills in young children; (2) promoting intellectual and creative development; (3) aiding the development of reading, writing, and critical thinking skills in teenagers. Some disadvantages are noted, such as it being a one-way medium and potential for excessive viewing reducing creativity. Basic procedures for effective classroom use are outlined, including preparation, pre-viewing, viewing, and post-viewing activities.
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This document discusses the educational benefits of using film, video, and television in the classroom. It notes that these mediums can bring real-world examples, experts, and events into the classroom. However, it also acknowledges the limitations, such as television being a one-way communication device and the potential for excessive viewing to hinder development. The document provides guidance for effective use, including preparing the classroom, pre-viewing activities to set expectations, active viewing, and post-viewing discussions to check understanding and application of the lesson.
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The document discusses various ways that schools can use radio, television, and other audiovisual materials to communicate with the public. It provides examples of different types of programs that can be created for radio like announcements, interviews, and discussions. It also outlines the technological opportunities for using television and video equipment in schools. Finally, the document discusses best practices for creating different audiovisual materials like films, slideshows, and exhibits to help educate the community about the school system.
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The document discusses the power of using films, videos, and television in the classroom. It describes how these audio-visual materials can transmit a wide range of content to students, bring real-world examples and events into the classroom, and make topics more understandable for diverse audiences. The document provides guidelines for proper use of these materials, such as preparing the classroom and pre-viewing activities. It also notes benefits, like creating an experience and accommodating different learning styles, and potential setbacks like promoting laziness.
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This document outlines best practices for using educational television in the classroom, including pre-viewing, viewing, and post-viewing activities. It notes that educational television can transmit a wide range of audio and bring real-world examples to students, but may also encourage passivity. The document recommends setting goals before viewing, focusing students during viewing, and following up with questions after to discuss what was learned.
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Film, video, and TV can be powerful instructional tools when used appropriately in the classroom. They make teaching and learning more concrete by transmitting a wide range of audio and visuals to bring models of excellence and realities of the world to viewers. When implemented correctly through preparatory activities, focused viewing, and reflective post-viewing discussions, visual media can equalize educational opportunities and enhance learning. However, they also have limitations such as one-way communication and potential for excessive viewing of violence on TV.
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The document discusses various ways that schools can use radio, television, and other audiovisual materials to communicate with the public. It provides examples of different types of programs that can be created for radio like announcements, interviews, and discussions. It also outlines the technological opportunities for using television and video equipment in schools. Finally, the document discusses best practices for creating different audiovisual materials like films, slideshows, and exhibits to help educate the community about the school system.
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The document discusses the power of using films, videos, and television in the classroom. It describes how these audio-visual materials can transmit a wide range of content to students, bring real-world examples and events into the classroom, and make topics more understandable for diverse audiences. The document provides guidelines for proper use of these materials, such as preparing the classroom and pre-viewing activities. It also notes benefits, like creating an experience and accommodating different learning styles, and potential setbacks like promoting laziness.
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Television can effectively disseminate information through audio and visual content. Educational television (ETV) presents learning content from various subjects and can provide both formal instruction and continuing education. ETV allows the world to be brought into classrooms and classrooms into homes. It can play a major role in India's educational system by providing learning opportunities to vast and remote populations. While ETV has potentional to improve and equalize education, it also has limitations like inability to provide feedback and lack of interactivity without advanced technology. Overall, ETV can enhance teaching and learning when used as a supplement with proper instructional design, resources, and training.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Lesson 12-the-power-of-filmvideo-and-tv-in-the-classroom
- 3. Indeed very powerful Bring models of excellence to the viewer Transmit a wide range of audio Bring world of reality to the home and to the classroom through a live broadcast or as mediated through film or videotape
- 4. Make us see and hear for ourselves world events as they happen. Be the most believable news source
- 5. Provides us with sounds and insights not easily available even to the viewer of real event through long shots, close ups, zoom, shots, magnification and split screen made possible by the TV camera Make some programs understandable and appealing to a wide variety of age and educational level. Become great equalizer of educational opportunity because programs can be presented over national and regional networks.
- 6. Can give opportunity to teachers to view themselves while teach for purpose of self- improvement Can be both instructive and enjoyable
- 7. FILM, VIDEO AND TV LIMITATIONS TV and film are one- way communication device consequently, they encourage positivity The small screen size puts tv at a disadvantage when compared with possible size of projected motion,pictures. There is much violence in TV
- 9. Pre-viewing activities SET GOALS AND EXPECTATIONS LINK THE tv LESSON WITH PAST LESSON AND/OR WITH THE STUDENTS EXPERIENCES FOR INTEGRATION AND RELEVANCE Set the rules by viewing PUT THE FILM IN CONTEXT
- 10. Point out the key points they need to focus on VIEWING Don’t interrupt viewing by inserting cautions and announcements you forgot during the pre-viewing stage. Just make sure sights and sound are clear