Running head: JOURNAL ANALYSIS: USING VIDEOS AND MEDIA IN THE CLASSROOM

Research on Visual and Media Literacy: Using videos and Media in the Classroom
Korey Johnson
University of West Georgia
MEDT 7490
Dr. Yun Jo-An

Journal Analysis: USING RELEVANT MEDIA AND VIDEOS IN THE CLASSROOM

Title: Multimedia teaching with video clips: TV, movies, YouTube, and MtvU in the college
classroom. International Journal of Technology in Teaching and Learning.
Author(s) R.A. Berk.
Summary of the literature review: Videos in the classrooms has become a familiar trend in
education. Teachers across America are discovering that the use of videos in the classroom are a
valuable tool to support and supplement the curriculum. There are many knowns and unknowns
with the use of videos. Many school districts are promoting the use of this technology to support
the core intelligences: linguistic, visual/spatial, and musical. Students that may learn more
effectively with these intelligences. However, students that via the remaining five intelligences
may require a more traditional form of teaching and learning. According to Berk (2009), this
pluralistic view of the mind permits faculty to think of exposing their students to a wide range
of learning strategies. As schools begin to integrate more technology into the classroom, students
are becoming more exposed to technology in the education.
Analysis of the method: The overall research method that was used can be categorized as the
qualitative research method. The use of observations and student surveys were used to gage
some input. This article offers methods to implement the use of relevant video clips into teaching
and learning. There were preliminary measures taken and data collected to form what worked
best for the students. The data measured the interest, relevance of material and what may be
offensive to students. The article does a great job of presenting topics or areas of study. Each area
is given a suggested topic and video to use to explore the issues.
Summary of the results: After reading this article, I was able to identify the desired outcomes
from the use of video clips of popular media. The use of videos during instruction is not a new
concept but the correct embedding of videos into lessons needed to be explored. There were
twelve methods used to reach desired outcomes while using video clips at the college level. The
article suggest that educators survey their students to generate a pool of videos that appeal to
their interest so that the students are invested in their learning.
Your critique and reflection: In this article, readers are provided with helpful ways to facilitate
visual literacy and provide meaningful instruction to learners. I found this article to be very
useful. It was written in conversational style text. I like that were suggested videos for issues that
are discussed in classrooms. The suggestions may work better for a humanities type course but
Im sure there are other popular videos that can be used for the other disciplines.
I think I could apply this method to my classroom because I am familiar with the multimedia
principles and understand how important it is to embed media into instruction correctly. This
article will be added to toolbox so I can reference it later for support. I could use of embedded
videos for creative writing assignment to help engage students to write. In addition, I could also
use embedded videos for real-world connection activities. Some of the trending videos from
popular shows such as Scandal and How to Get Away with Murder can be applied to my social
studies classroom. Students could gain understanding about the political and judicial system here
in America.

Journal Analysis: USING RELEVANT MEDIA AND VIDEOS IN THE CLASSROOM

Source: Berk, R. A. (2009). Multimedia teaching with video clips: TV, movies, YouTube, and
mtvU in the college classroom. International Journal of Technology in Teaching and Learning,
5(1), 121.

Journal Analysis: USING RELEVANT MEDIA AND VIDEOS IN THE CLASSROOM

Title
Using Supplementary Video in Multimedia Instruction as a Teaching Tool to Increase Efficiency
of Learning and Quality of Experience
Author(s): Ljubojevic, M., Vaskovic, V., Stankovic, S., & Vaskovic, J
Summary of the literature review: The article is about a group of researchers who test the
possible effects of using supplemental videos in a lecture style class. The researchers are
essentially testing out Meyers Cogitative Theory on a pool of undergraduate students. There is
only one trial completed though. The results were in favor of the researchers theory. The
segmenting of videos into a presentation was proven to increase understanding.
Analysis of the method: The overall research method was easy to follow. The research was
conducted using the experimental research method. The research was written in a simple form
and in a logical way. The participants came from one section of an undergraduate course. The
participants were given the option to receive an incentive for participating so there were willing
participants. There were 46 undergraduate participants and each were tested for effectiveness.
Summary of the results: The results of the article was a reflection of the material that was
presented in the article. The analysis results were proven to be somewhat effective. The
researcher used brief assessments to see how effective supplemental videos were to the students
learning. The results were presented with data and narration. The use of supplemental video will
engage the students and motivate them. The researchers results made it clear that educational
videos are more effective than those for entertainment. And the educational video needs to
embedded in the middle of lecturing to students.
Your critique and reflection: I found this article about multimedia to be useful. There were
aspects of the article that lead to me completing my classroom presentations. Since the article
contained tips about multimedia presentations, I categorize it to have some value. Visuals are
needed to help students to gain more understanding. Presentations can be used as supplemental
material to reach students outside of the classroom or for students to refer to future reference.
There was not a lot of extra information or things that were pointless to the topic in the research.
One thing that stood out the most to me was the positioning of the videos. The article speaks
about when to insert videos in the presentations. The presentations cannot be flooded with video
segments. The saturation will have viewers lost or uninterested if it is too heavy. In terms of
positioning of the videos in lectures are also important components. The article states, The
position of inserted video has an important role in increasing efficiency of learning
(Ljubojevic). We as presenters always want our presentation to be meaningful and efficient.
Student feedback was a nice addition to the methodology. I think adding the student input adds a
personal connection. The feedback that was received can further the improvement of the use of
supplemental videos.

Journal Analysis: USING RELEVANT MEDIA AND VIDEOS IN THE CLASSROOM

Source: Ljubojevic, M., Vaskovic, V., Stankovic, S., & Vaskovic, J. (2014). Using
Supplementary Video in Multimedia Instruction as a Teaching Tool to Increase Efficiency of
Learning and Quality of Experience. International Review Of Research In Open And Distance
Learning, 15(3), 275-291.

Journal Analysis: USING RELEVANT MEDIA AND VIDEOS IN THE CLASSROOM

Title: Integrating Social Media Into the Classroom Curriculum

Author(s): Abe, Paige and Jordan, Nickolas A.
Summary of the literature review: According to Abe and Jordan (2013), Social media
provides educators with the exciting new opportunity to connect with students in a manner that
continues to provoke thought and discussion outside of the classroom setting. If my students
had not had this opportunity to use social media to complete a class assignment they would not
have put much effort into the assignment. Students that were less likely to share experiences
aloud during class time had an alternate and safe opportunity to participate in the activity.
Analysis of the method: The research method used in this article falls in between the descriptive
and qualitative research method. The researchers observed students in a lecture style classroom
and noticed that the students were not engaged nor, interested so they tested the addition of social
media into the learning. The use of social media is used to engage the students and to deliver
information to those who were unable to attend the lecture. There were several applications used
to see how effective social media was to education.
Summary of the results: The results in the article indicate that social media has more benefits
than loses in terms of education. There was not an area that concluded or stated the results in the
article. The conclusions I found were based off what I read throughout the discussion of each
social media application. The researchers were trying to engage students and lead them to
interact with others. Researchers found that applications like Skype, Twitter and YouTube were
useful to the students education. In addition, there was a snippet of the economic benefits of
social media.
Your critique and reflection: After reading this article regarding the integration of social media
into the curriculum, it furthers my passion and commitment to do as much as I can to increase
student engagement and build relationships that extend beyond the 4 walls of my classroom. The
studies discussed in this article support the integration of social media into the classroom
curriculum in a positive manner proving to be beneficial to both instructors and students.
Source: Abe, Paige and Jordan, Nickolas A. (2013). Integrating Social Media Into the
Classroom Curriculum. About Campus, pages 1-5 Retrieved from
http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?sid=e60a3cb5-08a9-4af9- a91539abcedc8c58%40sessionmgr4004&vid=4&hid=4213

Overall reflection

Journal Analysis: USING RELEVANT MEDIA AND VIDEOS IN THE CLASSROOM

When I read over my chosen articles for this assignment I am surprised at how my
thinking and teaching has changed with little to no interruption. I am an advocate for visual and
media usage in education. From my experience with my students they struggle with abstract
concepts, critical thinking and drawing conclusions using their inference skills. We are no longer
in a world where the Standard English is used for expression, conversation or the normal means
of communicating. In this digital age, we have to meet the students at their interest and motivate
them to become a participant in their learning
After reading each article, I gained more understanding for the use of embedded
supplemental videos and social media factors in the classroom. It is much like applying Mayers
multimedia principles to the learning process. The benefits of video work best for our 21st
century learners. We need the students to be engaged, motivated and create connections to real
life scenarios. By taking my new findings to the classroom, I am expecting to create gains with
my students and increase comprehension.