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Learning & Leading with Technology, v36 n8 p38 Jun-Jul 2009

English language arts, often conceived of as reading, writing, speaking, listening, performing, and thinking, are shifting in response to emerging technologies and the new literacies they inspire. Emerging technologies and the new literacies they enable provide new modes and media for communication and, likewise, create new opportunities and challenges for teaching the English language arts today. Digital video is one particularly dynamic technology with compelling implications for the English language arts classroom. Although older forms of video have been used to varying degrees in education, digital video enters the English language arts classroom as a new media form and a new tool for multimodal composition. Integrating visual images with written text, as done in most digital stories and multimodal compositions, enhances and accelerates comprehension. Meaning here is not necessarily additive but more layered, interactive, and complex. As such, text and pictures often convey more meaning when juxtaposed. This effect is further intensified with digital video, where motion, design, and interactivity are added to the mix. In this article, the authors suggest activities wherein digital video can be applied to English language arts.

Descriptors: Story Telling, Video Technology, Technology Uses in Education, Writing (Composition), English, Language Arts, Media Literacy

International Society for Technology in Education. 180 West 8th Avenue, Suite 300, Eugene, OR 97401-2916. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste[at]iste.org; Web site: http://www.iste.org





Autor: Young, Carl; Kajder, Sara

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4858&id=EJ842860







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