be able to see, but also invites repeated
watching. It also allows the application of science process skills such as
observing, inferring, classifying, predicting, measuring, communicating,
and generating hypotheses.
Mathematics. Advanced digital technologies have changed the way mathematicians think about and do mathematics. Digital video can be used
to present challenging mathematical
questions, improve students’ visualization of mathematics concepts, and offer opportunities to analyze situations
and models leading to mathematical
descriptions of relationships. Digital
video can engage students in thinking
about mathematics in ways previously
difficult to achieve, especially when it
is layered with other interactive media.
English language arts. In science,
social studies, and mathematics, digital video is used as a mechanism for
learning about a subject area. In language arts, digital media has become
a new mode of communication to be
analyzed as well as used in learning.
Students outside the classroom are
increasingly consuming and creating
multimodal compositions that include
images, sound, and digital video.
Classroom projects using digital video
offer an authentic framework for exploring the concept of nonprint text
and new literacies.
Digital video offers important new
teaching opportunities across the curriculum. Today’s teachers and students
can access and view millions of digital
resources through the Internet. Analyses of digital video are made easier
than ever by software that can overlay
and combine representations allowing
visualization of underlying patterns.
Using simple free digital video tools,
teachers and students also can create video by combining photographs,
documents, maps, audio clips, and
even snippets of other videos. These
capabilities allow students to explore
concepts that would not be as accessible otherwise.
Every day, people carry one or more
devices for capturing, watching, and
editing digital video. Adults might
not realize that their cell phones can
record video or that they can watch
You Tube on their tiny screens, but
K– 12 students are actively engaged in
using these features to document their
lives and explore the world.
When digital cameras became ubiquitous, ISTE published Teaching with
Digital Images. This book was a collaboration among four teacher educator
content associations representing science, mathematics, language arts, and
social studies. It summed up important
trends in the tools and possibilities for
applying this increasingly ubiquitous
technology to K– 12 classrooms.
A companion volume scheduled
for publication, Teaching with Digital
Video, follows the same logic: Digital
video is permeating our culture and
the ease with which it can now be
acquired, edited, remixed, and disseminated creates new pedagogical
affordances. The four articles that
follow provide illustrations in each
Glen Bull is a co-director of
the Center for Technology and
Teacher Education in the Curry
School of Education at the University of Virginia. He can be
reached at email@example.com.
Lynn Bell works with the University of Virginia Center for
Technology and Teacher Education. She co-edits the online
journal Contemporary Issues
in Technology and Teacher
Education ( www.citejournal.
org) and co-edited the book Teaching With Digital Images.