Teaching using digital video in secondary schools
Teaching using digital video in secondary schools

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Teaching using digital video in secondary schools

6 And action!

Getting the cameras rolling is just the beginning – there are endless possibilities you can explore.

As a visual medium, DV lends itself to the creative expression of ideas, feelings and information, but it is harder to define what constitutes creativity.

It's easy to equate a creative medium with a lack of constraints – an ‘anything goes’ attitude. In BECTA's pilot study, however, teachers reported that placing clear constraints on pupils’ coursework generated the best work. Constraints, however, do not mean a rigid set of rules and no further involvement by the teacher. It is important that you develop a good understanding of when to intervene and when to let your students follow and develop a strand of thinking.

So, how do you measure the success of any project? When you come to introduce DV into your classroom, you will need to define clear parameters to measure outcomes. Activity 5 will help you develop assessment criteria.

You now have all the basic skills required to produce a good video project – but don't stop there! Many of the resources in this course could be translated into classroom activities. And there are endless ways that you can expand and develop DV as a teaching resource and in a variety of curriculum areas. Practise makes perfect and the more video projects you get involved in, the more confident you will become.

Lights, camera and action… good luck!

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