Digital video is a type of digital recording system that works by using a digital rather than an analog video signal. Students today live in a multimedia world and appreciate variety in their learning environment. When learning they find a mixture of text, still images, sound and video is more interesting than 'chalk and talk'. They gain opportunities for higher level thinking when producing their own digital video clips. Now that it is easier to produce digital media there are huge opportunities for learning within a school and for global collaboration between students and teachers via the Internet. Even small video clips can be very powerful.
From my point of view, as a student, the reasons for choosing video are many: as a student I find video is the most interesting way to present a complex subject we are required to report on; as researcheres they will find that video tape can preserve more aspects of interaction including talking, gesture, eye gaze, manipulatives, computer displays. Moreover, video allows repeated observation of the same event, and supports microanalysis and multidisciplinary analysis. Video supports an analysis of the motion and the mathematics of motion. Video supports the construction of significant stories that tell and explain. Video can get researchers out of controlled laboratory settings and into the naturalistic field work.
Finally, I think video provides analytical benefits: it can support grounded theory, whereby the emergence of new categories from source materials is carefully disciplined. Video can avoid the "what I say" versus "what I do" problem that can occur in self-reports. Video supports a critical incident methodology, but also allows examination of the lead-up and downstream consequences of the critical event.
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