Teaching and Learning with Technology

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Chapter 9

Audiovisual
Technologies
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 ClickAudiovisual Technologies
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• Multisensory teaching leads to increased
learning
• Students with with different auditory or
visual learning styles benefit from use of
audiovisual techniques
• Educators must be proficient in available
technologies

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 Audio In Teaching and Learning
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• Listening includes both hearing and
comprehending
• Effective listening for learning includes
• Accurate hearing
• Focused listening
• Reinforcement to stimulate neural
connections

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 Traditional
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Audiocassette
• Economic, durable and easy-to-use
• Uses magnetic tape to record voice, music
and other sounds
• Can be used in centers, small groups or
large group instruction
• Project uses include talking books,
multimedia kits, oral histories and journals

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 Traditional
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Broadcast audio
• Received via radio or cable audio
channels
• Enhances content with current
events, music and foreign language

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 Digital
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Optical media (CDs/DVDs)

• Offer better clarity and greater
storage capacity than traditional
audio media
• Easier to directly access targeted
segments for replay

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 Digital
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Optical media
• Some types are recordable
• Advantages:
• Durable
• Easy to handle
• Portable
• Variety of topics available

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 Digital
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Internet audio
• Audio in WAV and MP3 compressed
formats can be legally downloaded
– WAV is digital version of analog radio
• Need software media players (typically
free) for playback
• MP3 is gaining popularity because its
files are smaller

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 Digital
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MP3 files
• Visualizations sometime displayed
during audio playback
• MP3 players usually include playback
controls
• Usually music, but may also include
other audio elements

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 Digital Audio Media
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Internet radio
• Using streaming media, radio stations
offer simultaneously broadcast via the
web as well as the airwaves
• National and international stations
outside the local area are now available
via the web

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Internet radio
• Includes music, news and talk stations
from around the world
• Includes BBC Radio, NPR, Radio Free
Europe, Radio France Internationale,
Radio Netherlands, and others.

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Visual literacy
• The ability to correctly interpret visual
signals
• Visual experiences in education are
designed to encourage visual literacy
• Effective visual design helps impart
visual literacy skills to students

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 ClickVisual
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Visual design basics
• Visual design includes visual, text and
affective elements
• Visual - graphics, symbols, real objects
and organizational elements
• Text - aspects of text including fonts,
spacing, color and sizes
• Affective elements - visual components
that can elicit responses from viewers

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Can you
see the
difference?

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Nonprojected displays
• Bulletin boards – easy to change venue for
graphic elements
• Flip charts – great for impromptu
illustrations and can easily save images by
tearing off pages
• Chalk/whiteboards – common and easy
way to display text and images

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Nonprojected
Visuals

WHITEBOARD

FLIP CHART

BULLETIN BOARD FELT BOARD

MAGNETIC
BOARD

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Nonprojected visuals
• Real objects include all objects that can be
brought in and used for visual display
• Models are three-dimensional
representations of real objects or concepts
• Exhibits are displays or dioramas that
illustrate instructional content
• Graphics and photographs are pictorial
images used to illustrate and clarify

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 Traditional
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Projected visuals
• Overhead projectors shine light through
transparencies for large group projection
of images
• Transparencies can be drawn,
photocopied or printed with ink jet or laser
printers

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 Traditional
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• Commercial transparencies are frequently

available with texts
• Transparencies can also be created with
common software such as word
processors

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 Click to edit MasterVisual
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Media

Digital projectors
• Used to project digital images from
computers, digital cameras, photo CDs
and electronic whiteboards
• Allow for large group display of digital
images of any type

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 Click to edit MasterVisual
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Media

Document cameras
• Video camera mounted on a
stand that captures and
displays video images
• May use a monitor or digital
projector for display
• Can zoom in on a real-time
demonstration or small
objects
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 Traditional
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Broadcast video
• Television images delivered via land-
based and satellite equipment
• Programs are uplinked to satellite and
then downlinked to receivers

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Video Technologies

Broadcast video
• Commercial television and
educational television (public or cable)
offer educational programming
• Local learning channels offer targeted
educational programming

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Video Technologies
Broadcast Video
• Programs typically high-quality, high-
impact productions
• Synchronous nature of television
broadcasts difficult to use in time-
restrictive classrooms
• Time limitations may be overcome by
recording broadcasts if copyright
permits

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Video Technologies

Narrowcast video
• Video signals targeted to a specific
audience
• District may have dedicated video
network so programs can be offered
multiple times each day
• Can target very specific district
instructional needs

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Video Technologies

Closed circuit television

• Television signals received by a school
then distributed internally via closed circuit
• Can also be used for sharing in-school
student video productions
• Also be used to distribute recorded
broadcast or live ITFS (Instructional
Television Fixed Service) programs

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Video Technologies

Cablecast video
• Cable television companies typically offer
a channel for school or public use
• Cable may be connected to the schools
closed circuit system
• Quality cable television programming
(CNN, Discovery, Learning Channel) can be
incorporated into classroom instruction

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Video Technologies

Video Distribution
Systems in Schools

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Video Technologies

Recorded video
• This asynchronous format is the format
of choice for schools
• Video cassette recorders (VCRs)
playback video recorded on VHS tape
• Tapes may also record programs
occurring at inconvenient times

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Video Technologies
Recorded video
• Variety of commercially prepared video
available
• Playback (copyright permitting) can be
easily scheduled into classroom time
• Monitors provide viewing from all parts
of the classroom
• Technology is durable, easy to use,
relatively inexpensive
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Video Technologies
Recorded video
• Most digital projectors can accept
VCR input for large group projection
• Camcorders (camera-recorders) can
also record video images of class or
instructional activities for later
playback
– Inexpensive and easy to use

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Digital video basics
• Video saved in digital format is easier to edit,
copy and share than standard videotape
• Video compression helps remedy the file
size problem
• Compressed files require video compression
playback software
– MS Media Player, Real Player and Quick Time etc.
decompress and playback video

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Digital video basics
• AVI, MPEG, and MOV
are the most popular
compression formats
• Check players to be
sure they can handle
your format
Microsoft Windows Media Player® is a registered trademark of
Microsoft Corporation. Microsoft product screen shot reprinted with
permission from Microsoft Corporation.

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Digital video discs (DVDs)
• DVDs can store up to 4.7 gigabytes of
digital video on standard disks
– Allows high resolution video and sound
• DVD storage also allows for
– frame-by-frame playback
– direct access to any frame or sequence
• DVD-Rs allow recording
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Digital video cameras
• Capture and store moving images as digital
files rather than on tape
• Digital files can be downloaded to computer,
then manipulated with editing software
• Video clips can be played back on computer
monitors or LCD projectors, or inserted into
email, presentations, etc.
• Often offer digital audio and still photo
capabilities
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Digital video basics
• Digital video images allow for limitless
editing
• May have built-in special effects
• Instructional annotation can be added to
any frame
• Clips may be rearranged easily for better
instructional emphasis

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Digital video basics
• Digital video can be added to many digital
files
– Presentations, web sites, etc.
• Full motion digital video files are large
– Three minutes of video require up to
one gigabyte of storage

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Compressed video teleconferencing
systems
• Live compressed video images are
transmitted
• Teleconferencing systems are dedicated,
often room-size systems
• Offers real-time, interactive live video event
to all locations with compatible equipment

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Internet broadcasts
• Compressed video images can also be
transmitted across the net
– Sponsoring web sites add links to allow viewers
access to a live event
• Streaming video allows viewing while
downloading to shorten wait times
• Much more affordable than television
production/distribution
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Internet video – live cams
• Live cameras connected to computers and
logged into the Internet show live digital
video feeds
• Many live cams are focused on subjects of
educational interest
• Students can view remote locations by
visiting the live cam web site

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Internet video –
net meetings
• Live digital video
across the net used
for virtual meetings

Microsoft NetMeeting® is a registered trademark of Microsoft Corporation.

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Internet video – net meetings
• In addition to video, meeting software may
include shared work space, a shared virtual
electronic whiteboard and chats
• Educators can adapt meeting software for
class collaboration around the globe

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 Video in Teaching and Learning
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• Videos in any format remain an
invaluable teaching tool
• Video can
– Alter time through slow-motion
replays or time-lapse photography
– Simulate imagined, historical or future
events

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 Video
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• Video can alter space by visually
transporting viewers to other locations
• Videos are not of equal quality
– Must be fully prereviewed and
carefully evaluated before use

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Creating videos
• Teacher and student-made videos offer
creative learning opportunities and result in
useful instructional materials
• When creating videos
• Storyboard to prepare for recording
• Plan to use the full potential of motion

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Tips for Creating

Successful Videos

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Caveats when creating videos
• Be aware of district guidelines for video
taping
• Parental permission required when images
of students are used
• Copyright laws always apply

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 Video
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Implementing video
• Preview the entire video before showing
• Prepare for showing by
• Checking equipment
• Checking the environment (lighting,
sound, seating) for viewing

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Implementing video
• Engage the learner
• Review concepts and discuss objectives
• Use a video study guide
• Be ready to pause the video for
discussions

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Implementing video
• Be aware of both factual and emotional
content
• Anticipate possible student reactions
• Provide preliminary and post video
discussion time
• Watch reactions

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