The Importance of Video Production and Digital Storytelling in Secondary Education By Brian Mitchell

Video production education programs of old were the products strictly of colleges and universities. The last twenty years, however, have brought a huge growth in broadcasting programs at the high school level. Now that the economy has taken a dive, though, many of these programs are becoming the victims of budget cuts. Schools see them as expendable electives which can be tossed aside. However, research has shown that not only do video and film production teach valuable career skills, but they can also have far-reaching effects in overall school outcomes. Former U.S. Education Secretary Rod Paige said, education is still the only business still debating the usefulness of technology. Indeed, that seems to be the case, since, as Robin pointed out as recently as 2008, As the debate over the effectiveness of computer technologies in schools rages on, young people continue to use emerging technologies in their personal lives, even if a large number of educators have not yet found ways to meaningfully integrate them in the classroom (p. 221). Robin was referring to the results of a 2007 U.S. Department of Education study that found that computer software had very little impact on student reading and math academic performance. Others quickly came out in criticism of the study. The truth is, technology is here, real, and essential in all areas, whether those in education want to admit it or not. The debate, as Robin (2008) points out, should not be on the use of technology in education, but on how well that technology is used in the classroom. One

way to effectively use that technology is through the effective use of student-produced multimedia content. Video is nothing new to the classroom. Teachers have been using videos to enhance their teaching almost since it first became popular in the late seventies and early eighties. In fact, video has become so commonplace that some teachers grossly misuse it in the classroom, as Hobbs discovered in 2006. In some schools, the use of videos has gotten to the point where it is viewed by administrators as a lazy teaching practice. This view does a horrible disservice to our students. Video is an essential part of their everyday lives. The popularity of Youtube is a testament to that. Instead of frowning upon video use, education needs to embrace it and teach students how to really appreciate it and even effectively produce it themselves. There is evidence that teaching kids to produce videos results in higher academic performance in several areas. Loveland and Harrison (2006) described it this way, Video production technology is an excellent model for application of both content and process-based learning, with the goal of preparing technologically literate students in the area of communication technology (p. 8). The list of skills is extensive. Through the preproduction process, students learn planning skills, brainstorming, writing, leadership, and logistics. During production, students must demonstrate responsibility, safety, creativity, and time management. During the postproduction process, students must use logic, math skills, more creativity, persuasion, and organization skills. These are just a few of the skills they must incorporate into their work. Studies have also shown that student writing skills improve as a result of being taught to produce videos. Sylvester and Greenidge (2009) discuss how the use of digital storytelling

combines the skills of both old and new types of literacy. They describe visual literacy as the oldest type, and the kind that deals with recognizing and interpreting visual cues to form meaning. Technological literacy refers to the skills needed to adequately use computers (p. 284). In their view, digital storytelling is a perfect combination of both of these literacies. Sylvester and Greenidge (2009) found that students devote more time to producing a video or digital story, because they will have an increased exposure once the product is finished, especially if that project is uploaded to the web or broadcast to their peers. Students take much more ownership of a project when they know it will be seen by more than just the teacher. So why is video production not more universally used across subject matter? Sylvester and Greenidge (2009) simple believe it simply comes down to a lack of exposure to the teachers. Teachers just dont realize how simple and freely available the creation of such projects really is. Both Mac and PC users have access to free video editing and graphic design tools already installed on most computers. Teachers generally arent aware of this. Even more important is that teachers lack the knowledge to pass digital creation skills on to their students. Thus, there needs to be more professional development offered to teachers. This development should not only include instruction in the technical skills involve in digital creation, but also in how to incorporate those skills into projects they assign. This comes back to the importance of video production education. If digital storytelling is an effective way to reach students, because of their comfort and interest in technology, and it is known to improve writing and logic skills, it becomes essential to offer students the opportunity to learn how to craft effective digital productions. This means teaching skills like

production planning and preparation, effective videography techniques, lighting and sound skills, and effective editing techniques. Once students learn these skills, they are able to craft more effective, informative, and persuasive types of digital communication projects. Not only does this teach them valuable skills, but a well crafted video can also teach important concepts to the audience members who watch it. The time is long overdue for the implementation of these production techniques. If schools have not already implemented video production classes, they are already well behind the curve. Even in schools that have incorporated such curricula, it is important that teachers in every discipline be taught the effectiveness of digital storytelling on student learning. Teachers should be working together to come up with cross-discipline video projects that students can complete in order to gain a more well-rounded educational experience. If the teachers do not have the necessary knowledge to incorporate, assist with, and critique such projects, then they should be given more professional development opportunities to do so. Video literacy is already an everyday part of the lives of todays students. If schools and teachers don quickly embrace this technology and incorporate it into their teaching, they risk losing the attention and understanding of their student body, thus driving our educational system lower than it already is.

Works Cited

Gregory, K., Steelman, J., & Caverly, D. C. (2009). Techtalk: Digital Storytelling and Developmental Education. Journal of Developmental Education, 33(2), 42-43.

Hobbs, R. (2006). Nonoptimal uses of video in the classroom. Learning, Media & Technology, 31(1), 35-50. doi:10.1080/17439880500515457

Lei, J. (2010). Quantity versus quality: A new approach to examine the relationship between technology use and student outcomes. British Journal of Educational Technology, 41(3), 455-472. doi:10.1111/j.1467-8535.2009.00961.x

Loveland, T., & Harrison, H. L. (. (2006). Video Production: A New Technological Curricula. (Cover story). Technology Teacher, 66(3), 7-13.

Robin, B. R. (2008). Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom. Theory Into Practice, 47(3), 220-228. doi:10.1080/00405840802153916

Sylvester, R., & Greenidge, W. (2009). Digital Storytelling: Extending the Potential for Struggling Writers. Reading Teacher, 63(4), 384-395.