we've all been through high school, and we all remember LOVING movies. i remember some of my less memorable teachers would slot whole weeks to finish up a movie for a particular class. unfortunately, i don't remember anything that i was "suppose" to learn.
this isn't to bash movies or media in the classroom or anything. the issue i have is when we educators use it as a crutch. i believe such a devise should supplement a lesson. it's kind of like the seasoning that adds flavor or flare and makes everything taste a little better. but has anyone ever tried to eat a pound of salt or a kilo of pepper? you just can't eat seasoning for a main course.
as teachers, it's sooo easy to show a video. but we also much consider the quality of service we are providing our students, and the price they are paying to watch a screen.
hypothetically, let's say there was a group of 53 fifth grade students who are paying on average $35,000 a year for 40 credits to graduate from this hypothetical elementary school. now, let's say that they watched a video for the entire class period of a three credit class. how much are these students paying as a class to watch a screen? let's see.
3 credit class / 40 total credits = 0.075
$35,000 total per student * 0.075 = $2625 total for this 3 credit class
$2625 / 15 total class periods = $175 per class period per person
$175 * 53 total students = $9275 total for this period for all students
so when you begin to take the reigns of your class, which some of you may already have started doing, be mindful of how you are "spending" your class time.
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3 comments:
Mr. Larry,
this is a very insightful post. i think your point about videos being a seasoning is well made and a great analogy. i do question your hypothetical math however, i think i get the point.
i think this is the kind of critical evaluation we all need to make for any technology we introduce into our classrooms. i also think 504 does a pretty good job of getting us to see both sides. the last point/counter-point Nate had a good analogue about a hammer as a tool and technology as a tool.
anyway, i am glad i finally made it to your post. i feel a kindred spirit.
see you tomorrow,
daver
Larry,
I think your analogy is far-fetched. I doubt that such a fifth grade exists in this world.
However, in response to this ongoing analogy of technology as seasoning or technology as a tool, I have to respectfully disagree. Technology is not a passive or inanimate object in this modern world. Unlike our more simple technologies of the past, computers internet etc are demanding us to become a part of this new world (theirs?) rather than they coming into ours.
I think people are becoming so excited by what they can make technology do or what they can do with technology that they aren't realizing that there might not be a way back. Once technology is integrated in every aspect of society (e.g. email) there is no way to live without it. Just think about our program: if we avoid checking email even for a day, our inbox is so flooded that we have to spend 30 minutes to an hour "pumping" out the shit.
That is my new analogy: instead of inbox, we need to call it our e-septic tank. Usually the waste is flowing through well. But often we have to snake and plunge out the shit.
Mark
Hi Larry
Great point! I am definitely guilty of showing feature length videos during class, and I agree with you, I am not sure this is always the best way to spend valuable class time. One alternative may be to take advantage of downloadable video podcasts, where students could watch the videos for HW on their computers, cell phones, or ipods...then the video could be discussed in class. Sites like United Streaming, Google, YouTube or even PBS have plenty of great educational videos for download (many of which are FREE!). In this digital age, we may be able to break away from the traditional feature length video in class. Very good point!
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