Table Of Content

| learning connections Video Allows Young Scientists New Ways to Be Seen s cience is frequently a visual en- deavor, dependent on direct or indirect observations. Teachers have long employed motion pictures in the science classroom to allow students to make indirect observations, but the capabilities of digital video offer opportunities to engage students in active science learning. Not only can watching a digital video clip capture students’ attention, it can also help students explore concepts and gain understanding through Creation of digital movies can we could find the speed of sound. We explanations within the video. View- facilitate investigation of a science investigated much more, however. ers can compare what happens as topic using the students’ social Learning can happen in the very variables are changed in sequenced context. process of capturing and editing video scenes, or they may be challenged by of events that depict science concepts. questions in overlaid titles or voice- in understanding scientific processes Based on the number of videos being overs. Other videos can be used to or mechanisms. uploaded to websites such as You- elaborate or to apply concepts dis- Content should always be a central Tube, it’s clear that students want to cussed in class to new situations. For focus, but if we can encourage stu- be seen. Thoughts that dominate the example, after doing activities related dents to explore materials that other adolescent mind include “Look at me,” to average velocity, students can watch students helped create and are inter- and “Look at what I can do.” Using a video that shows the velocity of a car esting to them, we may get the best this as motivation, we can encourage traveling at 55 mph as viewed from of both worlds. For example, middle students to be the stars in events that a car next to it traveling at the same school students in one project were display concepts in science. Students velocity. A sequence of these types of asked to slap cooking pots together to can create movies to express their shots would introduce the students to make a loud, sharp noise. We video- knowledge of a specific event. They the concepts of relative velocity and taped the event at 30, 60, 90, 120, 150, can videotape events for which they frame of reference. 180, 210, and 240 meters away, hoping have no explanation, but use the me- Computing technologies combined to illustrate the difference in the speed dia to challenge others to figure out with digital video allow students to of light (seeing the event) and the why the events happened as they did. conduct analyses that once were lim- speed of sound (hearing the event). They can also stage an event for others ited to scientists. Students can mea- This activity was an effective hy- to collect data, find patterns, and gen- sure motion and time using video of pothesis generator. Why did the erate predictions. events. Video of a specific event can distance have to become quite large Digital video multiplies the ways be synchronized with related data. before we noticed the difference in the in which video can enhance science Students can take measurements and speed of sound? A second movie was learning. For the past century, film, make inferences from popular Hol- made, this time using two-way radios videocassettes, and DVDs have been lywood movies to see if the scenes at the student location and the camera presented as self-contained lessons, are probable or even possible. Stop- location. This movie can be used to often replacing the teacher for the motion animations can assist students find the time between receiving the duration of the presentation. sound through the radio and through Digital video can change this para- By John C. Park the air. Knowing this and the distance, digm, allowing students to become Copyright © 2009, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. 34 learning & leading with technology | June/July 2009 | learning connections Science active participants in science activi- new ways of thinking about schools —John C. Park is an associate professor of science is t o ties. Creation of digital movies can fa- and schooling. The tools are emerg- education at North Carolina State University. His c k cilitate investigation of a science topic ing. Now we need to consider effective specialty is the use of visualizations for learning ph science. He is a vice president of the Society for ot using the students’ social context. This teaching strategies for their use. Information Technology and Teacher Education. o.c o form of participatory media requires m /m a Y B a Y B U t t Convenient. Engaging. Easy. er is t o c k p h o ISTE All-Access Pass (formerly Season Pass) to .c o It is now easier than ever to take advantage of all of these m/a webinars with the ISTE All-Access Pass. The All-Access Purchase an All-Access ll e 1 Palal swse ibsi noanrlsy f$o7r9 t5h ea n2d0 0g9r–a1n0ts s tehaes poans, sa sh owldeell ra asc acrecshsiv teos P2aGsBs falansdh rderciveeiv ea nthdi s 2 is t and resources, regardless of when the pass is purchased. lanyard as our gift to oc k At $795 for members and $1,975 for non-members, the you (quantities limited). ph o All-Access Pass provides savings of more than 50%. to Individual webinars are $50 for ISTE members and $125 ISTE encourages All-Access Pass holders .co for non-members. Remember, ISTE membership is only to bring a team together in one location and m/U $89, so joining will help you save even more on webinars watch the live webinar or the archive. ltr a and other ISTE products. Share the resources, save money, _g e and learn together as a team! n e For a full list of upcoming r ic Professional Development Webinars or to register, go to www.iste.org/webinars Member price $50 • Non-member price $125 Ernest Perry Member since 2007 TECHNOLOGY IN PRACTICE webinars www.iste.org/webinars Copyright © 2009, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. June/July 2009 | learning & leading with technology 35