The Power of Film, Video &

TV in the Classroom
Report in Ed. Tech
Lesson 12

by: Janisse Jyn C. Naldo

OBJECTIVES:

At the end of the session, the students should be able

to:
 “If Muhammad
cannot go to the
mountain, bring the
mountain to
Muhammad.”
Introduction

The appeal of visual media continues to

make film, video and television as
educational tools with high potential
impact. They are now more accessible
and less cumbersome to use. Let us
take advantage of them in the
classroom.
Abstraction
he film, video and the TV are indeed very powerful. Dale (1969)

Transmit a wide range of radio- visual materials, including still picture,

film, object, specimen and drama, for example: Make us see and hear for
ourselves world event as they happen.

Bring models of excellence to the viewer- we can see and

hear the excellent scientist like John Glenn, the excellent
speaker and master teachers who lectures and demonstrate a
teaching method or professional development of teachers.

Provide us with the sounds and sights not

easily available even to the viewer of a real
event through long shots possible by the TV
camera- afraid of the mammoth crowd every
time Baguio celebrates the Panagbenga
 They only encourage passivity because television and film is one-way
communication device.

The small screen size puts television at a disadvantage

compared with the possible size of projected motion
pictures

Excessive TV viewing works against the development of the child's ability to

visualize and to be creative and imaginative.

There are much violence in television

Basic Procedures in the Use of TV as a Supplementary Enrichment:

First and the classroom should be prepared. - The room should

foremost, be darken but not completely because students might
take down notes while viewing.

Previewing the teacher should set goals and expectations and

point out the key points which are needed to focus.

the teacher must not interrupt viewing by inserting

Viewing cautions and announcements to give during the
previewing stage.

Post the teacher would ask what the students have learned and
viewing let them summarize what was learned.
 The film, video and television are
powerful tools. When they are used
APPLICATION appropriately and moderately, they
can make the teaching- learning
process more
concrete, lively, colourful and
interactive. It contributes to a more
lasting learning fun.

misuse and abuse

people’s aggressive
behaviour.
 The Effect of TV

The effect of TV depends on how it is used.

We agree that the TV can give a more accurate, more lively
and more colorful presentation of a difficult topic. We are
aware of the numerous educational benefits of the use of the
TV as enumerated in this lesson.

But when use in excess, it can also impair the development

of the children’s ability to visualize, to be creative and
imaginative. Worse, is when children get exposed to violence
in TV.
Excessive TV viewing can contribute to:
• poor grades,
• sleep problems,
• behavior problems,
• obesity,
• risky behavior,
• affect children's verbal abilities, and
• other physical, cognitive, and
emotional development in
psychological studies.
 V
i
s
u
a
l

L i t e r a c y
Visual literacy, or the
ability to evaluate,
apply, or create
conceptual visual
representations
The didactic approach consists of rooting
visualization in its application contexts, i.e.
giving students the necessary critical attitude,
principles, tools and feedback to develop their
own high-quality visualization formats for
specific problems (problem-based learning).
The students thus learn about the
commonalities of good visualization in diverse
areas, but also explore the specificities of
visualization in their field of specialization
(through real-life case studies). They will not
only learn by doing, but in doing so contribute
new training material for their own learning.