Little attention has been given to the potential of video recorders and cameras in children's learning. This book attempts to counteract such neglect by giving examples of good practice based on classroom experience. Educational television has been an established resource in primary, secondary and some nursery schools for many years, and the video recorder and camera are now both widely available for classroom use. However, little attention has been given to the potential of these media in children's learning and a lack of guidance on initial and in-service training courses has led to many cases of ineffective and unimaginative practice. The authors of this book attempt to counteract such neglect by giving examples of good practice based on classroom experience. They provide practical and viable suggestions for integrating video material into the modular curriculum and building up resources. Although the book's focus is on primary age children learning with television and will therefore be invaluable to primary teachers and students, many of the ideas will also be useful for teachers of pre-school and secondary children.
List of figures and tables, Acknowledgements, 1.Introduction, 2 Uses of
educational television. 3 Off -air broadcast, 4 Use of the video recorder, 5
Examples of the use of the video recorder in school, 6 Resource centres,
in-service education and the use of the video camera7, The modular approach
to video, 8 Future development, Index
Ernest Choat was a Principal Lecturer in Education at Goldsmiths' and Rachel McMillan Colleges of Education.
Harry Griffin was Head of In-Service Education at Goldsmiths' College and Head of Education at Rachel McMillan College. Both authors have researched widely in the use of educational television and the video recorder in primary schools.
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