How a Science teacher uses video as a tool to promote Student Engagement
There are several ways for students to express themselves. In my teaching I want to discover ways to immerse students in curriculum content more personally, rather than through abstract ways. The use of ICT in the classroom has brought positive change to teaching and learning, not only as an information resource but also as a device for disseminating content and a tool that fosters exploration and dialogue. The production of videos by teens is now widespread particularly in platforms like YouTube, Tiktok and Instagram. Such videos are created to allow self-expression and as a means of communication. There is a recognised benefit of designing tasks which capitalise on the trend and relevance of video making to teens. When students are given the opportunity to produce their own videos in class it can instantly tap into their own passions and ignite enthusiasm. This in turn supports students engagement and motivation to learn.
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The use of ICT supports the development of students 21st century skills through constructionism learning theory. Planned activities whereby students discuss, collaborate, share ideas and build artefacts can usher students into discovering new ideas and enhance their learning.
Learning environments which are purposely intended to facilitate knowledge construction fosters self-regulation and self-directed learners as well as determination and resilience. I have utilised ICT in my teaching to communicate, collaborate, problem solve and fulfil tasks and as construction material. In my experience ICT can create cognitive links that join abstract knowledge to visual artifacts. Learning happens when there are projects as products for learning outcomes that demonstrate abstract knowledge. Artefacts such as videos produced by students act as tangible proof of learning as they have constructed their own knowledge through design. A deep and meaningful grasp of topics are achieved as a result.
Blue Sky
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Innovations, including the addition of Blue Sky to our curriculum has encouraged us to move further into the innovative learning environment space. Our Blue Sky module is influenced by Brightworks pedagogy that has arcs of exploration, expression and exposition. Blue Sky offers twenty different workshop style classes in topics as varied as bicycle maintenance, skincare, geo-maths and economics. Students self-select which courses they want to be part of and develop their own project during the one hour Monday morning class. Students now take ownership of their learning – involving the ability to be self-directed, a decision-maker, and a manager of priorities in and out of school. Blue Sky groups are made up of students of different ages and experience.
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