FRIT 8530 DR.

KENNETH CLARK

Technology Integration Unit &

Video Podcasts
Using Video in the Classroom
Benjamin Harris
4/22/2010

This unit is designed as a 3 class session unit on using video in the classroom. The unit covers planning,
storyboarding, filming, and editing. It is designed for an adult professional learning class of teachers from a K-12
district.

Benjamin A. Harris
Using Video in the Classroom

FRIT 8530
Dr. Kenneth Clar

Stage 1: Identify Desired Results

Established Goals
NETS/T Standards Addressed:
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate
experiences that advance student learning, creativity, and innovation in both face-to-face and virtual
environments. Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness.
b.

engage students in exploring real-world issues and solving authentic problems using
digital tools and resources.

c.

promote student reflection using collaborative tools to reveal and clarify students'
conceptual understanding and thinking, planning, and creative processes.

d.

model collaborative knowledge construction by engaging in learning with students,

colleagues, and others in face-to-face and virtual environments.

2. Design and Develop Digital-Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating
contemporary tools and resources to maximize content learning in context and to develop the knowledge,
skills, and attitudes identified in the NETSS. Teachers:
a.

design or adapt relevant learning experiences that incorporate digital tools and resources
to promote student learning and creativity.

develop technology-enriched learning environments that enable all students to pursue

b. their individual curiosities and become active participants in setting their own
educational goals, managing their own learning, and assessing their own progress.
c.

customize and personalize learning activities to address students' diverse learning styles,
working strategies, and abilities using digital tools and resources.

provide students with multiple and varied formative and summative assessments aligned
d. with content and technology standards and use resulting data to inform learning and
teaching.

Benjamin A. Harris
Using Video in the Classroom

FRIT 8530
Dr. Kenneth Clar

3. Model Digital-Age Work and Learning

Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a
global and digital society. Teachers:
a.

demonstrate fluency in technology systems and the transfer of current knowledge to new
technologies and situations.

b.

collaborate with students, peers, parents, and community members using digital tools and
resources to support student success and innovation.

c.

communicate relevant information and ideas effectively to students, parents, and peers using
a variety of digital-age media and formats.
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving
digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:
advocate, model, and teach safe, legal, and ethical use of digital information and
a. technology, including respect for copyright, intellectual property, and the appropriate
documentation of sources.
b.

address the diverse needs of all learners by using learner-centered strategies providing
equitable access to appropriate digital tools and resources.

c.

promote and model digital etiquette and responsible social interactions related to the use
of technology and information.

Enduring Understandings
Students will understand that
Stop animation can greatly enhance student
understanding of class material.

Pre-production, production, and post-production

are all necessary for effective stop animation
creation.
There are numerous free applications available to
create quality multimedia products.

Assigning duties based on individual talents will

greatly increase student involvement and quality
collaboration among students.

Copyright and fair use guidelines must be

Essential Questions
How can stop animation help students develop
essential understandings and improve achievement?
What are the characteristics of a well-designed
animation project?
What multimedia tools help students and teachers
achieve essential understandings?
What are effective classroom management strategies
when using animation in the classroom?
What are effective strategies for avoiding copyright
infringement?

Benjamin A. Harris
Using Video in the Classroom
followed during multimedia creation

FRIT 8530
Dr. Kenneth Clar

Students will know

Students will be able to
Key roles and responsibilities in video
Storyboard a video project paying specific
production.
attention to theme and shot selection.
The art of storyboarding and shot planning.
Transfer digital video to a computer.
Various editing and special effects techniques to
Use voice input technology
enhance video production.
(microphones/recording software)
The process of stop motion animation in video
Create stop animation footage.
production.
Produce footage using the chroma key effect.
Fair use and copyright guidelines when producing
Edit video with MovieMaker and Wax 2.0
multimedia.
The proper video formats to use in different
situations.
The knowledge and skills help students understand that there are a wealth of free and inexpensive resources
available to create multimedia presentations that enhance student learning and abide by legal and ethical laws.

Stage 2: Determine Evidence for Assessing Learning

Performance Tasks:
Discuss a list of poems in a group format and
decide on poem that the group will use for a
video project. (Facet 1 Perspective; NETS.T
1.a.b.d)
Analyze the theme of the poem and identify an
appropriate video representation. (Facet 2
Interpretation; NETS.T 1.b.d)
Decide on roles and responsibilities in video
production. (Facet 6 Self-Knowledge; NETS.T
2.c)
Plan and storyboard ideas and shot selections of
proposed video.(Facet 3 Application; NETS.T
1.b.d)
Create videos using stop animation designed to
capture theme to a younger audience.(Facet 3Application; NETS.T 3.a.b.)
Evaluate knowledge after sessions. (Facet 6
Self-Knowledge; NETS.T 1.a.b.d)

Other Evidence:
Oral Discussion Prompt Choose a poem that
you would like to represent in video. What
would be the theme of this video?
Skill Check Completed storyboard
Written Prompt How did you feel about the
planning phase of filming? Do you believe that it
is a necessary part of the process or would you
rather have jumped right in?
Written Prompt What surprised you the most
about filming your movies? What was most
challenging? How did you deal with it?
Skill Check Filming video
Skill Check Editing video
Skill Check Video upload to Web 2.0 platform
Self- assess the completed video.

Benjamin A. Harris
Using Video in the Classroom
Evaluate use of materials for copyright and fair
use guidelines. (Facet 3 Application; NETS.T
4.a.)
Upload videos to Web 2.0 platform.(Facet 3Application; NETS.T 3.a.b.)

FRIT 8530
Dr. Kenneth Clar

Stage 3: Build Learning Plan

Learning Activities (W,H,E,R,E,T,O)
(Day1/Mission 1) The instructor will provide a preview of the course and explain the course
expectations. The teacher will give all participants access to a Google groups page that houses course
videos, handouts, important links, and a place for class discussion.(W)
The instructor will have teachers gather in groups. Poems will be distributed to groups to read and decide
on ideas for video. Each member should pitch a video proposal to the group based on the poem of their
choice. The group decides on the poem that group will shoot and decides on the group name and member
roles. (H)
(Day 1/Mission 2) - The instructor will ask that groups determine their individual roles based on the titles
of Director, Editor, Cinematographer, and Voice Talent. The instructor will provide background
information on stop animation explaining the origin, most memorable shows, and how it is used today.
The instructor will show Clicker Trek to give students an idea how stop animation can be used.(H,T)
(Day 1/Mission 3) The instructor will pass out storyboards so that groups can plan the focus shots of
their poems. The instructor will direct the groups to the class groups page to see examples of finished
storyboards.(R,O)
After the storyboards are done, group members will be provided a character and prop list to decide on the
characters that will be used in the film. The instructor has some action figures that groups can choose to
use, but it is encouraged that groups bring their own characters to class on next week.(R,O)
After the character and prop list is done, groups will be provided a location list to determine what if any
set materials and/or digital supplies are needed.(R,O)
Students will respond to discussion prompt on Google Groups page, How did you feel about the
planning phase of filming? Do you believe that it is a necessary part of the process or would you rather
have jumped right in? (E2)
(Day 2/Mission 4) Groups will begin building sets either manually or using digital tools.
Approximately one hour will be dedicated to this process. The instructor will assist as needed where
technical needs arise. Those that choose to create virtual sets should view the video Wax 2_0.(E1)
(Day 2/Mission 5) The instructor will explain the use of Stop Motion Animator, the proper placement of
the webcam, and using the green screen if necessary. Direct students to the video Using Stop Motion
Animator. Groups will spend the rest of the class period filming their storyboard.(E1)
Students will respond to the class group prompt What surprised you the most about filming your
movies? What was most challenging? How did you deal with it? (E2)
(Day 3/Mission 6) The instructor will discuss copyright and fair use and pass out the handout to the
groups. Groups will make sure that images and music abide by all copyright and fair use guidelines.
Groups will go through the final editing process for poetry interpretations making sure to include titles
and credits. Groups will publish the final product to a web 2.0 platform to link to the group in the groups
page.(E1)

Benjamin A. Harris
Using Video in the Classroom

FRIT 8530
Dr. Kenneth Clar

Works Cited
AFI. (2006). Formatting a Screenplay [Video Segment]. Available from
http://www.discoveryeducation.com/
AFI. (2006). Lights, Camera, Education!: AFI K-12 Screen Education: Episode 04: Scriptwriting and
Storyboarding [Full Video]. Available from http://www.discoveryeducation.com/
Buttler, D. K. (2009). Fair Use Checklist. Retrieved April 20, 2010, from Columbia University
Libraries/Information Services Copyright Advsisory Office: http://copyright.columbia.edu/copyright/fairuse/fair-use-checklist/
Delphi. (1997). Careers for the 21st Century: Media and the Arts Occupations [Full Video]. Available from
http://www.discoveryeducation.com/
ITS. (2005). Green Screen Animation [Video Segment]. Available from
http://www.discoveryeducation.com/
Sound Venture Productions Ottawa Limited. (1997). Artifacts: Dolls [Full Video]. Available from
http://www.discoveryeducation.com/