Hello, bizvid1020-ga!
Your question was rather challenging. While information regarding the
effectiveness of internet technology in the classroom was relatively
easy to find, locating specific references to the effectiveness of
video alone was a bit more difficult.
I did find some interesting articles pointing to the usefulness of
video as a curriculum tool. I hope they will provide a helpful answer
to your question!
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From "Virginia schools boost student achievement with video on
demand," by Cara Branigan, Associate Editor, eSchool News. Montana
Associated Technology Roundtables. (November 12, 2002)
http://www.matr.net/article-4866.html
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Excerpts:
"A video streaming service that delivers clips of educational videos
on demand to teachers’ desktop computers has been found to boost
student achievement by nearly 13 percent in some Virginia schools.
Teachers say the online service helps engage students’ interest while
making lesson-planning easier."
"The company has catalogued and indexed its entire collection of
videos into more than 15,000 two-to-three minute clips, so teachers
can choose to show an entire program or just a short clip without
needing to fast-forward or rewind.
"I prefer the clips," said William Collins, seventh and eighth grade
social studies teacher at Central Middle School in Charlotte Court
House, Va. '[With] some of the videos, as good as they are, it’s not
practical or necessary to show the whole thing to teach the
objective."
The videos cover a range of subjects, including math, social studies,
health studies, art, science, and language arts. Teachers can search
for content by keyword, grade level, subject, or state and national
teaching standards.
.....
"Collins’ students also participated in an independent, scientific
evaluation of unitedstreaming that found student achievement increased
by 12.6 percent. More than 1,400 elementary and middle school students
in three Virginia schools participated in this study."
"The research was based on one economics unit. Researchers tested
students on their knowledge before and after the unit. Some classes
were exposed to unitedstreaming content, while control groups were
not."
"The research showed among the experimental students an increase in
their performance by 12.6 percentage points compared [with] the
control group," said Jim McColl, vice president of United Learning.
"This is certainly an example of technology helping in the classroom."
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From "How Does Technology Influence Student Learning"? by John
Cradler, Mary McNabb, Molly Freeman, and Richard Burchett. Learning
and Leading with Technology. Volume 29 Number 8.
http://caret.iste.org/caretadmin/news_documents/StudentLearning.pdf
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"Powerful technologies are now available to significantly augment the
skills necessary to convert data into information and transform
information into knowledge. For example, interactive video programs
have been demonstrated to increase problem-solving skills. Students
across nine states who used Jasper video software as a centerpiece for
mathematics instruction for three to four weeks were compared with
students who did not. The comparative research demonstrated that the
students in classrooms who used the Jasper video programs were better
able to complete complex problem-solving tasks (Cognition and
TechnologyGroup, 1992).
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From "NO LIMIT! Learning Disabilities and Technology: A 21st Century
Skills Scenario." North Central Regional Educational Library.
http://www.ncrel.org/engauge/resource/stories/nolimit.htm
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Excerpts:
"The NO LIMIT! Learning Disabilities and Technology project utilizes a
technology-based instructional approach that aims to increase student
achievement in mathematics, while at the same time enhancing 21st
century skills by:
....
"Using video and other visuals to deliver problems, bypassing reading
difficulties, and enhancing memory".
.....
"The project is set up to work with student strengths rather than to
test their weaknesses. It is not, for example, designed to force LD
students to read, but rather to use technology interventions to
enhance achievements and reinforce knowledge as students build 21st
century and content-area skills. The project helps accomplish these
goals through:
....
"Use of real-world tools (such as digital video, text, graphics, 3-D
animations, interactive software, and even construction materials) to
develop authentic, high-quality products
"At this time, there is little more than anecdotal evidence from
participating teachers regarding student gains in either the primary
content area(s) addressed or the 21st century skills. This may be
offset somewhat by the fact that the front-end research used to design
the project is sound; for example, Brian Bottge's extensive research
does demonstrate gains for students using the anchored instruction
model, on which the NO LIMIT! Learning Disabilities and Technology
project is based. Additionally, a more empirical assessment of the
project is currently underway by researchers from Western Washington
University and the University of Wisconsin-Madison."
"Still, because an independent evaluation of the project weighing its
costs against its measurable gains in student achievement is as yet
unavailable, it is difficult to draw accurate conclusions about which
elements of the project are most necessary to replicate to achieve the
same results."
(See Article for References Cited)
================================================================================
From "Powerful Partnerships: A Shared Responsibility for Learning." A
Joint Report American Association for Higher Education, American
College Personnel Association, National Association of Student
Personnel Administrators. (June 1998)
http://www.aahe.org/assessment/joint.htm
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Excerpt:
"At University of Missouri, Kansas City, Supplemental Instruction and
Video-Based Supplemental Instruction help students make connections.
Supplemental Instruction uses peer-assisted study sessions to increase
student academic performance and student retention in historically
difficult academic courses. In the sessions, students learn how to
integrate course content and develop reasoning and study strategies,
facilitated by student leaders who have previously succeeded in these
courses and who are trained in study strategies and peer collaborative
learning techniques. The video-based program offers an alternative
course delivery system. Faculty offer courses on videotape and
students enroll in a video section. A facilitator guides review of the
video lectures, stopping the tapes in mid-lecture to engage in class
discussions, integration, and practice of learning strategies."
"More than three hundred studies nationally have documented the impact
of supplemental instruction, demonstrating its special impact on
students with weak academic preparation. The U.S. Department of
Education designated supplemental instruction as an Exemplary
Education Program in 1982, noting its ability to increase academic
achievement and college graduation rates among students. Program staff
at UMKC have further investigated the effects of this instruction
through the study of neurological processes. Using a Quantitative
Electroencephalography instrument, they have found evidence of
improved brain electrical activity in students who participate in the
programs."
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If I can offer any additional clarification, please do not hesitate
to ask. I will try to help as best as I can!
umiat-ga
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