21st Century education in Second Language Teaching (SLT) has witnessed an unprecedented upgrade of cutting edge technology in language classrooms. Devices like IWB, iPad iPad Pro, iPad Air 2 and Iphones, are effective tools for research in schools. Navigating the internet with a portable handset has great potential for teaching and learning. A recent study has mentioned that iPads have benefits in ESL classrooms.
As Ahmed, K. and Nasser, O. (2015:754) state:
“it allows easy access to resources, fosters creativity, facilitates collaboration and renders the students’ learning more autonomous.”
We can see from the literature that language learners become more motivated and engaged in language classes when teachers use video to support teaching and learning. As Blomberg and Renkl et al.(2013:97) state, “video fosters more specific skills related to content knowledge such as the acquisition of factual knowledge.” Also, such technology can encourage learners to share their understanding of new concepts and ideas.
Why use Video to Support SLT?
It is all rather different nowadays; the classroom setting was revolutionised by the introduction of the CD rom in 1981 The Evolution of Classroom Technology. Digital communication in our globalised world allows for an instant ‘here and now’ communication with the rest of the world. Therefore, students can access social media to show and discover other students’ daily life events. It also makes it possible for students to chat with their peers locally and internationally . For example, Google Hangouts, FaceTime, iMovie, and Video Maker -YouTube are easy to download so learners can produce their own film and videos to post online. Goldstein & Driver (2014:1) concur stating that in a “flipped or decentralized classroom scenario, video is the only form of input or instruction, with the learners accessing this information online.” Consequently, stimulating educational videos have facilitated changes in the classroom space and setting, such as virtual learning environments that can be created outside the classroom, for example; Edmodo, Moodle.
YouTubing
You Tubing is the process of browsing and watching videos in Youtube. Haugsbakken, Halvdan, et al (2014:134):
“The connectivist approach, as we see it, is that learning as connections happens when pre-established connections between nodes are activated – sending, receiving or forwarding information – in a short space of time, involving technical skills and critical thinking to judge the quality of the work process.”
The potential of Youtube videos for SLT is sophisticated, as with new apps or software downloads. Teachers and learners can edit to have high quality visual and sound definition in amateur films.This type of teaching procedure has been linked to aspects of connectivism. It is an approach based on social interaction, likened to educational research using YouTube. Haugsbakken, Halvdan, et al (2014:134) have claimed that connectivism promotes:
- Students’ self-organised learning.
- Students’ connection between sources of informal and formal content.
- There is a need to link the predominantly text-based approach content to literacy to audio-visual literacy.
Moreover, students wants to be participants with their own video production. When I observed students preparing for a film-making task , I found that this activity gave them great opportunity to discover their surroundings. Not only do they enjoy playing film producers, they also produce their own learning materials for the videos.
Learning new skills; Technical procedures
It can be claimed that educational videos or film-making are easy to incorporate into SLT, however, learning how to use these tools involves challenging learning experiences for teachers and learners. The technical procedure for video producing or filmmaking needs proper software in order to capture pictures and film sequences. Furthermore, visuals and sounds have to be relevant to the learning project. Students need to learn how edit by downloading programmes such as; iMovie on their laptops or PC or Video maker -Youtube video editors. Teachers can prepare their own video to scaffold and encourage learners to get involved in the production of continuous projects. This can be used in the area of material development. Notwithstanding the difficulties of the task, there is a need to assess teaching materials. According to Henry (2005:1)
“the ability to effectively search and locate information on the internet is an important skill for education and essential for success in the 21st century.”
After all, learners have to identify what is educationally appropriate on the web. Goldstein & Driver (2014:2) gathered from interviewing teachers the following reasons for using technology in this way:
“It’s dynamic, and it’s what our learners are watching outside the class.
It takes you into another world.
It encourages intercultural awareness and critical thinking.
Visuals stimuli is processed faster in the brain than text.
Being visually literate is an increasingly necessary skill these days.
Authentic video provide an enormous amount of cultural information economically.
We can take in so much more information if it is presented visually or in combination with text.
It makes learning more memorable.
People connect to visual content, it engages them.
Video is a powerful motivational tool for learners.”
What are the benefits of shooting digital materials?
According to Blomberg, G.et al, Renkl, A.et al( 2013:93),
“ Some experimental studies have demonstrated that video bridges the gap between theory and practice.”
I attempted to implement in my practice what I have learnt in TE714 about visuals and sound. In my experience, shooting a short film with an iPad by using iMovie was rather straightforward once I read the instructions. However, my film was very short, and if the film or video shoot had been longer, then it would have been quite laborious. The material produced was worth it as it supported the lesson plan. The whole task was beneficial to learning as I was producing my own material and I was able to identify what I needed to learn prior making the video. In spite of creating a short film in the first instance, it was great to be able to produce my own materials. Also, it was relatively easy to explain to the students how to produce their own videos. I gained a new skill and the students’ involvement in the project was like a game for them while they learnt. Identifying learners’ needs enables teachers to scaffold for students and encourage the learners to use critical thinking skills.
Samples of Materials Produced
Lesson plan: Lesson plan 1
And YouTube Short Film: Lewes mi pueblo: https://www.youtube.com/watch?v=67uYMkPVUlQ&feature=youtu.be
References
Ahmed, K. and Nasser, O. (2015), Incorporating iPad Technology: Creating More Effective Language Classrooms. TESOL Journal, 6: 751–765. doi: 10.1002/tesj.192
Blomberg, G., Renkl, A., Sherin, M.G., Borko, H. and Seidel, T., 2013. Five research-based heuristics for using video in pre-service teacher education.Journal for educational research online, 5(1), p.90.
Goldstein, B. & Driver, P. (2014) Language Learning with Digital Video. Cambridge: Cambridge University Press.
Halvdan Haugsbakken and Langseth, I., 2014. YOUTUBING: CHALLENGING TRADITIONAL LITERACIES AND ENCOURAGING SELF ORGANISATION AND CONNECTING IN A CONNECTIVIST APPROACH TO LEARNING IN THE K-12 SYSTEM. Digital Culture & Education, 6(2).
Henry, LA. “Information Search Strategies on the Internet: A Critical …” 2005. Available <http://www.webology.org/2005/v2n1/a9.html> accessed 20/03/16
Keddie, J. (2014) Bringing online video into the classroom. Oxford: Oxford University Press. Peachey, N. (2015) Digital Video. Peachey Publications.