Student Generated Digital Video
This Digistory focuses on the exemplary practice at St Pius X School in the use of student-generated digital video to facilitate meaningful learning.
At St Pius X School the use of student-generated digital video was very much in evidence in years 2 through to 6 with the majority of innovation occurring in years 2 to 4. In these years video production was used to support learning across a variety of learning areas including literacy, scientific inquiry and numeracy.
Students used video to produce poetry recitals, television advertisements, animation sequences including claymation, plays, narratives, scientific and factual reports, and other presentations commonly found across the curriculum. In addition, students used video recordings to observe and analyse phenomena around them for studies in mathematics, science and social studies.
Finally, and most powerfully, the students used the video to significantly improve in the quality of their work through a process of “ rehearse, record, review and then reflect.” This process not only improved their communication skills but also was reported to increase student's understanding of concepts as well as generally improve the quality and depth of student work.
They do what we call: rehearse, record, review and then reflect. They will record themselves when they are going to do a presentation and they then talk about how they need to improve their performance. They go away and practice it with a partner and then come back and record it again. A lot of their oral presentations are all recorded and they reflect upon them. Every presentation they do to the class is recorded as well, so that they can look at them and talk about what they've done. If we're out doing a measurement activity, they'll use video to record and report on their findings, so there's a huge amount of video evidence for assessment and also they just use it as another form of publishing. (Years 2/3 and 3/4 Teachers, St Pius X School )
By encouraging students to rehearse, record, review (often in pairs) and then reflect and then repeat the whole cycle again “ students could see their own growth”.
The teachers reported a variety of reasons for using student-generated digital video in their lessons. These reasons broadly correspond with the advantages described by Schuck and Kearney (2004) in their study of five Australian schools:
- Building new literacies
- Creating authentic learning experiences
- Developing conceptual understanding
- Enhancing motivation and other affective outcomes
- Promoting expression and communication skills
- Developing collaborative learning skills
- Building technology skills
- Building generic learning skills
Some of these outcomes can be seen in the case study of students making an advertisement.
Case study: Creating a television advertisement
We made ads last term in our unit of work about healthy foods. They had to make an ad of their own choice. Some people did magazine ads, so they used the internet and saved photos and filed them and inserted them into Word to use that. They used Garage Band which is an audio recording and editing application and iMovie for video production. (Years 2/3 and 3/4 Teachers, St Pius X School)
The teacher explains a part of the video production process: