Annotated Bibliography

Introduction:
Reoccurring themes: Short video segments (maybe broken up by important themes) Students need to understand technology and know its there Technology is being used in college Types of video (demonstrative, narrative, and recorded lecture) Would it be beneficial to have students create video instruction on a particular topic and then pick the best one to display on e-chalk? This idea gives another dimension to investigate and can include video flip chart strategy.

Research Articles:
Carvalho, A. A. A., Cruz, S., & Moura, A. (2008). Pedagogical Potentialities of Podcasts in Learning: reactions from K-12 to university students in Portugal. International Federation for Information Processing (IFIP).

Caspi, Avner, Paul Gorsky, and Meira Privman. "Viewing comprehension: Students

learning preferences and strategies when studying from video." Instructional Science 33.1 (2005): 31-47.
The main focus of this article was to see how students use videos in instruction and how the subjects of the study felt about the recorded lecture videos used in this study. The study identified 3 categories of videos: demonstrative, narrative, and recorded lectures. The study found that how effective the videos are depend a lot on how the student value the material within the video and the learning style of the viewer. This article is helpful as it offers categories of videos; which allow me to explain what types of videos might be most useful for each subject area. Copley, J. (2007). Audio and video podcasts of lectures for campusbased students: production and evaluation of student use. Innovations in Education and Teaching International, 44(4), 387399. The main focus of this research paper was to look at whether using podcasts (I believe this can also apply to online videos) is truly beneficial to students. The research studied whether students would use recorded lectures to learn material shared in class. The research found that many students liked having the recorded lectures to use for the purposes of reviewing material for tests and knowledge sake. 1|Page

Fill, K., & Ottewill, R. (2006). Sink or Swim: Taking Advantage of Developments in Video Streaming. Innovations In Education And Teaching International, 43(4), 397-408. The authors of this paper focus on what is emerging in the online environment in the way of streaming video (and audio) and how they are used for education. They also outline the benefits and drawbacks of using streaming video in the blended classroom. I particularly like the idea that information is pulled to the learner when they are ready for it and not pushed to them from the instructor. Much of this information is such that I can share with my collegues. Hakkarainen, P., Saarelainen, T., & Ruokamo, H. (2007). Towards meaningful learning through digital video supported, case based teaching. Australasian Journal of Educational Technology, 23(1), 87.

Hew, K. F. (2009). Use of audio podcast in K-12 and higher education: a review of research topics and methodologies. Educational Technology Research and Development, 57(3), 333-357.

Karppinen, P. (2005). Meaningful learning with digital and online videos: Theoretical perspectives. AACE Journal, 13(3), 233-250. This particular article was more of a study in the theoretical use of videos in the classroom. The article starts by stating that since, in 2005, the technology was still in its infancy, research was limited. It goes on to discuss a conceptual framework used to evaluate the benefits of video in instruction called the Three Is Framework which considers Image, Interactivity, and Integration within the context of instruction. The article continues the discussion with identifying video instruction with constructivist theory and then exploring 6 characteristics of a good video: Active, Constructive and Individual, Collaborative and Conversation, Contextual, Guided, and Emotionally Involving and Motivating. The article concludes by saying you do not have to include all characteristics of a good video in a particular lesson in order to have a meaningful and constructive video. Kearney, M., & Schuck, S. (2004, July). Authentic learning through the use of digital video. In Proceedings of the Australian Computers in Education Conference. Though this research article focuses on student generated videos, there is still usable information that includes allowing students to create videos that can be used by the current class and possibly future classes to support learning in the classroom. The article states that allowing students to create videos in the classroom allows them to present information in a unique way. Creating videos also allows students to develop relevant skills in technical literacy. The conclusion is that videos allow for authentic learning for the students. I can use this article to suggest another way teachers can use videos in the classroom. This can be done by allowing groups of students to create videos of the days learning that can be uploaded to the LMS so

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that students can then use them to study and reference later. These videos could possibly hold more relevance to the students than teacher created ones. Latchman, H. A., Salzmann, C., Gillet, D., & Bouzekri, H. (1999). Information technology enhanced learning in distance and conventional education. Education, IEEE Transactions on, 42(4), 247254.

O'Bannon, B. W., Lubke, J. K., Beard, J. L., & Britt, V. G. (2011). Using Podcasts to Replace Lecture: Effects on Student Achievement. Computers & Education, 57(3), 1885-1892. The author of this research paper stated that the 3 ways to use videos (podcasts) in the classroom is to a) duplicate instruction done in the classroom as a backup for reviewing for assessments; b) to share additional information with the student that is supplemental in nature; and c) to introduce students to new information or prepare the learner for learning that will be covered in the next class period. Though this article was intended for an older group of students (college level) another piece of information can be pulled from this article: students need to start learning to use this technology at earlier ages so that they are prepared when and if they go on to higher education (whether its training, tech school, or college). Pugazendi, R., Krishnan, A., & Jayabalan, E. (2005). Streaming Media to Enhance Teaching and Improve Learning. As I read this research article, I found that I had an appreciation for the terminology shared in within it. We, as teachers, often refer to the strategies we use in the classroom as our teaching toolbox. This article refers to the use of technology and the Internet as our electronic delivery toolkit. I love this term and I will introduce it to my peers to use when I do my PD. As I continued to read, the author referred to the use of Web 2.0 tools in the classroom for collaboration, personalization, and productivity as Pedagogy 2,0. When creating videos to use in the classroom, we as teachers need to build with the concepts of good teaching in mind. Al in all, this article held a lot of information that can be used in the information sheet for my peers. Shephard, K. (2003). Questioning, promoting and evaluating the use of streaming video to support student learning. British Journal Of Educational Technology, 34(3), 295-308. This research article took me longer to read because I had to read and digest and read again to get all I could out of it. The author starts by discussing the fact that there was, at the time, little evidence-based educational literature to support the use of streaming video in the classroom. She does site, once again, the importance of using short segments to maximize what viewers get from view time. The article defines exactly what streaming video is, discussing the difference between multi-casting and uni-casting videos. She goes on to talk about the different ways that streaming video can be accessed from the Internet without going to the hosting site, including how Im doing it by embedding it on the LMS, and then the students access it from their PC. 3|Page

She mentions that the sky is the limit as there are innovations around the corner. I know for myself, I can view the videos I create on my smart phone. Simo, P., Fernandez, V., Algaba, I., Salan, N., Enache, M., Albareda-Sambola, M., ... & Rajadell, M. (2010). Video stream and teaching channels: quantitative analysis of the use of low-cost educational videos on the web. Procedia-Social and Behavioral Sciences, 2(2), 2937-2941. The authors of this article explore the ways to create low cost streaming videos and how they are used. It is stated that streaming videos can be categorized into 3 major categories: demonstration videos, narrative videos, and lecture videos. Of the 3 categories, the author cites that the demonstration video are a really good tool to sue in order to allow and improve learning. This idea supports the way Im hoping the videos will be used as a result of my professional development program. Sutton-Brady, C., Scott, K. M., Taylor, L., Carabetta, G., & Clark, S. (2009). The value of using shortformat podcasts to enhance.e learning and teaching. Research in Learning Technology, 17(3). The information shared in this article is similar in many ways to other articles cited in this paper, such as videos should be shown in short segments and that streaming video can be played directly from the internet without the need to download it. The author is very careful to break down streaming into simple terms that even the most technologically challenged reader would understand. In this paper the information I found most of note is that the audience of the videos should not be passively watching the videos but they should be expected to interact in some way to the video such as answering questions though out or identifying what they should get out of it. Another useful point made in this article is the discussion of how steaming could work in the classroom and how to make streaming happen in the classroom.

Journal Articles
Barnes, K., Marateo, R., & Ferris, S. (2007). Teaching and learning with the net generation.

Bell, A. (2005). Creating Digital Video in Your School. Library Media Connection, 24(2), 54.

Borja, R. R. (2005). Podcasting craze comes to K-12 schools. Education Week, 25(14), 8.

Brown, L. (2004). Streaming Video -- the Wave of the Video Future!. Library Media Connection, 23(3), 54-55. 4|Page

The author of the article shares how video streaming is helpful in learning. She discusses its uses in distance learning, home schooling, and public education. She goes further to discuss how it can be used by both the teachers and the students and sites examples of uses for students. Though I havent really considered this aspect of video streaming, she also shares why streaming is a better choice that using DVDs or Video Tapes. Cardine, S. (2008, July 21). Is Education Ready For YouTube? Center for Digital Education: http://www.centerdigitaled.com/edtech/Is-Education-Ready-For-YouTube.html

Hall, M., & Stahl, K. (2012). Devillainizing Video in Support of Comprehension and Vocabulary Instruction. Reading Teacher, 65(6), 403-406. doi:10.1002/TRTR.01061 In this article, the authors focus on using video and audio casts to support literacy and comprehension. The article suggests that teachers create videos or audio cast read alouds for students that have comprehension issues. This supports the students learning and scaffolds the learning as the students gain these very important skills. This article is a good one to refer the Reading Coaches and ELA teachers to for further information. Schaffhauser, D. (2009). The Vod Couple. T H E Journal, 36(7), 19-23. This article was really exciting for me because it looks at an evolution of video used to support instruction. The teachers in this article started out looking for a way to support students who had to leave early from school due to sporting events. They were able to flip the classroom in order to energize learning in the classroom. At this time I do not see ADMS moving to the flipped classroom but I can see the benefit of using mini-lessons to support homework time through reading this article. One of the really important notes that I read in this article is that the videos need to be short (less than 10 minutes, closer to 5). Schulz, C. D. (2006). Timing Is Everything: Using Videos and DVDs with Students. Library Media Connection, 24(4), 14-17 This article explores the actual usage of videos in the classroom and the attention span of students based on grade (K-7 versus 8-up). Students in grades up to 7th can usually handle videos between 5 and 7 minutes but then must digest the information and rest. Older students can handle longer videos around 12 to 15 minutes in length. The article cautions against using whole videos rather than segmented videos since whole videos tend to cover more information than what the teacher really needs to cover. This information is good for teachers who want to simply share videos from United Streaming (Discovery Ed) rather than creating a new video. Sherer, P., & Shea, T. (2011). Using Online Video to Support Student Learning and Engagement. College Teaching, 59(2), 56-59. doi:10.1080/87567555.2010.511313

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Simpson, C. (2005). TEACHing and the Internet. Library Media Connection, 24(1), 23-25.

Villano, M. (2008). Building a Better Podcast. T.H.E. Journal, 35(1), 31-33,.. This article was based on students creating videos but there was some good advice. The first thing that some creating a video needs to remember is that just like a lesson, there should be a clear beginning, middle, and conclusion. The article when on to discuss that, when possible, a video producer should edit their videos. Again, like in other articles, time was brought up as an important factor. Finally, the title of the video should be meaningful and eye-catching.

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