001+Digital+Video+Cameras



Digital video cameras have multiple uses that can enhance the ways students learn in the classroom. Regardless of the grade level, there are many ways in which digital video cameras help promote learning. The costs of video cameras vary and range from the inexpensive flip camera to high tech digital video cameras that feature editing and high definition functions. The use of digital video cameras in the classroom has opened up a wide array of possibilities for learning. Taking advantage of technology enhances the learning environment for students of any age. Digital Video Cameras are considered a newer technology. The first portable video cameras were created by JVC in the early 1970’s, these devices used VCR tapes and the sound recorder was separate from the video camera(Wiggins, 2004). These devices were very big and bulky weighing close to thirty pounds (Wiggins, 2004). In 1982 Sony and JVC produced a device that housed both of these devices and it was called the camcorder (Wiggins, 2004). In 1992, JVC created a LCD screen which was black and white, so that the user could see what they were recording without looking through the viewfinder (Wiggins, 2004). Later that year, Sharp created the first color LCD screens that are now a standard feature on all digital video cameras (Marple, 2008). Panasonic and Sony created the first digital video camera in 1995 (Marple, 2008). Digital video cameras allow for a brighter picture with a more intense color (Marple, 2008). A digital video camera recording process begins with a camera and a microphone that captures the images and sounds into a video clip. “The phrase ‘digital video’ refers to the capturing, manipulation, and storage of motion images that can be displaced on a computer. The capturing, editing, and displaying of the video, is all done in digital format.” (Wiggins, 2004). Digital video cameras can store video onto hard disk drives, flash memory cards and built-in flash memory, DVD discs and mini DVD discs or tape. Many models now combine two storage options, such as a hard drive and DVD or memory card, for added flexibility (Scoblete, 2010). These files often require a good amount of space on whatever storage format that you are using, so you may want to have extra storage formats when using digital video cameras in the classroom.

There are many important features of a digital video camera that one must look at before purchasing. The optical zoom is the most important because it creates a magnification based on the optics of the glass lenses, and this does not affect the quality of the video (Wiggins, 2004). The digital zoom is simply a digital enlargement of the image that passes through the glass lenses to a sensor called the charge-coupled device (Wiggins, 2004). Each increase in the digital zoom causes a decrease in the resolution of the video (Wiggins, 2004). So you should try to avoid using the digital zoom feature. The Liquid Crystal Display (LCD) is the foldout screen on the side of the camera used to see what you are shooting and this feature draws more power from the battery, shortening the life of the batteries (Wiggins, 2004). You may want to invest in an extra rechargeable battery to have on hand when using a digital video camera in the classroom. Digital video cameras have a built-in microphone that captures the sound in an arc beginning with the user and projects directly in front of the camera (Wiggins, 2004). These microphones often pick up a lot of ambient noises, making the voices that are farther away harder to hear and often the person holding the digital video camera is heard the loudest, so you must remind students to try and be quiet when recording (Wiggins, 2004). Digital video cameras have features like cut, copy, and paste to edit digital videos which allows the user to organize and edit sound separate from the video, and also add new soundtracks (Wiggins, 2004). Many video-editing-software suites also allow you to combine your video with digital stills, graphics, and text, expanding your creative possibilities (Scoblete, 2010). The use of digital video cameras in the elementary school classroom can be beneficial to both teachers and students. Teachers can use digital video cameras as a classroom tool. There are several ways in which the use of digital video cameras can produce positive results. Filming classroom events is a great way to record the progression of the students individually and as a group. Fellow faculty members may find it enlightening to see the responses of certain teaching techniques they might want to use themselves. Cooperation throughout various school departments, such as the music, drama, English, and athletic departments can help create a curriculum of producing video content (Johnson, 2003). With the consent of parents, teachers may use the video camera to submit footage to local television to promote the use of technology in the classroom. Documenting important classroom events throughout the year is can be played at the end of the year or during parents meeting to show how the children have advanced (Buckleitner, 2001). Teachers may also use digital cameras for self reflection. As they review recordings, it is possible to critique their teaching techniques which aids in self improvement. Students can utilize the use of digital video cameras in many ways. When used on field trips, children can relive their experience. Also, reviewing the footage will enable them to reflect on what they learned. As a learning tool, video cameras can be used to film oral book reports, skits, outside scenery to discuss in science class, and as a motivational tool. Having the children take turns filming will produce some candid shots that can be presented to the class as an end of the year party. According to the article “Digital Video in Education” the author states that “students find video motivational and enjoy greater control over their own learning (it is easy to start, stop or replay video segments).” It is essential for students to become acquainted with the use of technology in the classroom. Digital Video Cameras are a great way to aid in the integration of technology in the classroom. Digital video cameras have also been integrated into secondary education classrooms. Videos can help motivate students to both learn and grow. Video especially helps visual learners understand concepts better. Teachers are currently using digital video cameras to improve their students’ learning and to improve their own teaching skills. Video cameras are currently used in the classroom as an assessment tool. Teachers can videotape their students demonstrating a skill. For instance, teachers use video to analyze a student’s speech or debate and share the video with their student (Byrne, 2010). In a foreign language classroom, teachers can videotape their students talking in a different language and correct their speech by viewing the video later on. In a music class, teachers can videotape a student’s recital to analyze later with the student. Also in a PE class, teachers can videotape a certain activity and use the video to figure out what skills the students are not exhibiting. Teachers even videotape their own lessons to see what they can improve on ("Advantages of using," 2010). In addition, digital video cameras are good at catching quick movements on film. This is important feature for a high school science class because video can slow down these movements. Video can be analyzed frame by frame (Lightbody, 2010). In a physics class, video can be used to analyze movement and in a chemistry class, video can slow down chemical reactions. Sometimes a teacher can’t demonstrate an activity within the classroom so they can videotape it and share it with the class the next day. Certain things can be learned better through observation and digital video cameras are the device for that job. Technology plays a large role in any student's education. The U.S. Department of Education reported: "By leveraging technology, schools can customize instruction and ensure that children who need extra help get it" ("Advantages of using," 2010). Digital video cameras are especially playing a part in increasing a student's understanding. There has even been studies were videos help increase student's test scores ("Advantages of using," 2010). Video cameras give people the opportunity to play back an event over and over again in order to learn from it. Today, video cameras are more available to teachers of any grade level and should be utilized if funding is possible.

List of Works Cited Advantages of using the video camera in the classroom. (2010). Retrieved from [] Buckleitner, W. (2001). Teaching with technology: Lights! Camera! Action. How to use video cameras in the classroom. Retrieved September 8, 2010, from [|http://www2.scholastic.com/browse/ article.jsp?id=3746020&FullBreadCrumb=%3Ca+href%3D%22http%3A%2F%2Fwww2.scholastic.com%2Fbrowse%2Fsearch%2F%3FNtx%3Dmode%2Bmatchallpartial%26_N%3Dfff%26Ntk%3DSCHL30_SI%26query%3D3746020%26N%3D0%26Ntt%3D3746020%22+class%3D%22endecaAll%22%3EAll+Results%3C%2Fa%3E] Byrne. (2010, March 15). 20+ ways to use flip cameras in the classroom. Retrieved from [] Johnson, B. (2003, July 15) Cameras in the classroom. Retrieved September 12, 2010 from [] Lightbody, Keith. (2010, March 5). Digital video in education. Retrieved from [] Marple, G. (2008, September 08). The history of camcorders: the smaller the better. Retrieved from <span style="color: black; font-family: "Times New Roman","serif";">[] Scoblete, G. (2010). What to consider when buying a digital video camcorder. Retrieved from <span style="color: black; font-family: "Times New Roman","serif";">[] Wiggins, R. H. (2004). Digital camcorders. Retrieved from <span style="color: black; font-family: "Times New Roman","serif";">[] Date finalized: 10/06/10 notes: Kelly Pearson 1. __CCameras in the Classroom__ Johnson (2003) describes an instructional video program for teachers called "Teaching Through Technology that he has put together. He writes about the camera, lighting, accessories, and the microphone. <span style="color: black; display: block; font-family: Arial; line-height: 150%; margin: 0in 0in 0in 0.25in; text-indent: 0.5in;">Johnson, B. (2003). Cameras in the classroom. Retrieved September 12, 2010, from [].
 * <span style="color: black; display: block; font-family: Arial; line-height: 150%; margin: 0in 0in 0in 0.25in; text-indent: 0.5in;">What types of cameras are available
 * <span style="color: black; display: block; font-family: Arial; line-height: 150%; margin: 0in 0in 0in 0.25in; text-indent: 0.5in;">The functions available for different types of cameras
 * <span style="color: black; display: block; font-family: Arial; line-height: 150%; margin: 0in 0in 0in 0.25in; text-indent: 0.5in;">Things to look for in a digital camera
 * <span style="color: black; display: block; font-family: Arial; line-height: 150%; margin: 0in 0in 0in 0.25in; text-indent: 0.5in;">Effects and editing suggestions

<span style="background-color: white; display: block; line-height: 150%; margin-bottom: 0in; text-indent: -0.25in;"> 2. __TTeaching With Technology: Lights! Camera! Action!__ <span style="background-color: white; display: block; line-height: 150%; margin-bottom: 0in; text-indent: 0.5in;">__ How to Use Video Cameras in the Classroom __ <span style="background-color: white; display: block; font-family: Georgia; line-height: normal; text-indent: 0.5in;">Buckleitner (2001) describes ways to use a video camera in the classroom.
 * <span style="background-color: white; display: block; font-family: Georgia; line-height: normal; text-indent: 0.5in;">Document class history
 * <span style="background-color: white; display: block; font-family: Georgia; line-height: normal; text-indent: 0.5in;">Help children to reflect
 * <span style="background-color: white; display: block; font-family: Georgia; line-height: normal; text-indent: 0.5in;">Improves the teachers chance tp self-improve teaching skills
 * <span style="background-color: white; display: block; font-family: Georgia; line-height: normal; text-indent: 0.5in;">Relive field trips

Buckleitner, W. (2001). Teaching with technology: Lights! Camera! Action. How to use video cameras in the classroom. Retrieved September 8, 2010, from []. <span style="background-color: white; display: block; line-height: 150%; margin-bottom: 0in; text-indent: -0.25in;"> 3. __TThe Flip Camera in the Elementary School Classroom__ <span style="background-color: white; display: block; line-height: normal; margin-bottom: 0in; text-indent: 0.5in;"> Lifka, S. The flip camera in the elementary school classroom. Retrieved on September 6,2010, from []. Sabrina Winterling Article 1: 20+ Ways to Use Flip Cameras in the Classroom <span style="color: #262626; font-family: "Times New Roman","serif"; font-size: 12pt; letter-spacing: 1.1pt;">Byrne, Initials. (2010, March 15). //20+ ways to use flip cameras in the classroom//. Retrieved from http://www.freetech4teachers.com/2010/03/20-ways-to-use-flip-cameras-in.html
 * <span style="background-color: white; display: block; font-family: Georgia; line-height: normal; text-indent: 0.5in;">- Lifka informs the reader of the positive aspects of using a flip camera in the classroom.-
 * <span style="background-color: white; display: block; font-family: Georgia; line-height: normal; text-indent: 0.5in;">- Descriptions on how to get started
 * <span style="background-color: white; display: block; font-family: Georgia; line-height: normal; text-indent: 0.5in;">- Instructional use
 * <span style="background-color: white; display: block; font-family: Georgia; line-height: normal; text-indent: 0.5in;">- how to use in the classroom.
 * Students can use video for peer and self assessment.
 * PE teachers can use video cameras to improve a student's athletic skill
 * Students can analyse motion in science experiments
 * Video cameras can capture footage from a field trip
 * They can be used to critique a student's speech.
 * Teacher's can video tape their lesson for further improvement.

Article 2: Advantages of Using the Video Camera in the Classroom //<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Advantages of using the video camera in the classroom //<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">. (2010). Retrieved from []
 * The U.S. Department of Education reported, "By leveraging technology, schools can customize instruction and ensure that children who need extra help get it."
 * Video is growing in popularity and YouTube is the second most used search engine.
 * Video cameras in the classroom can boost students' test scores
 * They can help teachers teach better and help students behave better.

Article 3: Digital Video in the Classroom FAQ <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Barrance, T. (2003). //Digital video in the classroom faq//. Retrieved from http://www.mediaed.org.uk/posted_documents/DigvidFAQ.html
 * For digital videos, picture information is stored in the form of numbers
 * Students as young as seven years old can edit digital video
 * Apple's iMac and iBook computers are the most straightforward when using digital video cameras
 * DV-in camcorders cost around $500
 * Before you buy, look at the lense
 * Monitor your students

**<span style="font-family: "Arial","sans-serif"; font-size: 9pt;">Price – **<span style="font-family: "Arial","sans-serif"; font-size: 9pt;"> good under $400, excellent $400 - $900 with features for serious amateurs, $1200 - $3000 high quality that are even used to produce movies, TV shows or commercials <span style="font-family: "Arial","sans-serif"; font-size: 9pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 9pt;">Kelly Pearson Sabrina Winterling Rebecca Hill