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outperformed the control groups in test scores,
writing assignments, in variety and
creativity of problem-solving skills, and in their engagement in class discussion
(Barnes, 1997).
How can video address the needs of special populations?
Video use is an effective educational tool for all students,
but its positive effect on
special populations of students is gaining greater attention all the time. According to a
survey by the Corporation for Public Broadcasting, these media are “highly valued as
teaching tools” and “seen as especially effective for reaching visual learners and special
populations” (CBP, 1997, p. 12). More than half of teachers
surveyed describe TV and
video as “very effective” for teaching students with learning disabilities or economic
disadvantages.
Denning summarizes the benefits of video to a range of special student
populations:
Videos may help to promote learning in students with high visual orientation in
their learning styles. Video can also provide visually-compelling access to
information for many learners with learning difficulties
who might miss learning
opportunities provided solely by print-based materials. In this respect, videos
provide important learning opportunities to students working in a second
language. (p.2)
As Barron (1989) argues, not only can video create learning contexts that would
not
otherwise be accessible, “in some situations video is even superior to a field trip …
because the video can be replayed and reviewed as often as necessary” to ensure learning
by students with learning disabilities or who are otherwise at-risk for poor school success
(p. 3).
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There are numerous advantages for such “at-risk” students when instruction is
supplemented by the use of video:
First, [video-based contexts] provide rich sources of information with
opportunities
to notice sensory images, dynamic features, relevant issues, and
inherent problems. Second, they give students the ability to perceive dynamic
moving events and to more easily form rich mental models. This advantage is
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