The Power of Film, Video and TV in the Classroom

“ If Muhammad cannot
go to the mountain,
bring the mountain to
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
Read the following comments then reflect to your answer to the
given question below:
1. “The Video Cassette Recorder (VCR) gave us flexibility. We
could watch the first exciting twenty minutes, stop the tape and
discuss elements of introduction, mood, suspense, and
characterization- and view it again.”
2. Watching the final countdown for American astronaut’s first
orbital flight in space was far more exciting than most science-fiction
movies. All the viewers shared John Glenn’s concern about the
outcome of the trip. You had the feeling about that you must know
you couldn’t wait for the lift-off time, and then you heaved a sigh of
deep pride when friendship 7 zoomed skyward on course and all was
well. (dale, 1969)
3. A survey was conducted to find out which news version
are people more inclined to believe if they got conflicting or
different reports of the same news story from radio,
television, the magazines and the newspapers. Most
respondents answered “the news on television”.
1. What do the three situations above tell about the film,
video and TV?
2. Can you remember another spectacular event that you
watch in the TV live?
3. Would agree that the news version to the television
was most believable? Why?
What do the three items in the activity
phase reveal about the capacity of the film,
video and TV?
2. Passive spectacular! That’s what we
become when we view TV. How this
overcome with the coming of the VCR?
3. Can you think of some limitations of the
film, video and TV?
The film, video and the TV are indeed very
powerful. Dale (1969) says, they can:
• Transmit a wide range of radio- visual materials,
including still picture, film, object, specimen and
• 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.
• bring the world of reality to the home and
to the classroom through a “live” broadcast
or as mediated to through film or
videotape.- Not all of us have the
opportunity to see life underneath the see.
But with TV, we are able to see life at the
bottom of the sea right there in our Sala or
bedroom through discovery channel, for
•make us see and hear for ourselves world
event as they happen. With the sense of
helplessness, with witnessed the fire that
engulfed homes in San Diego, California lst
year as it happen through TV. When the
strong Earthquake shook Baguio, Agoo,
• Dagupan and Nueva Ecija, Philippines on July 16,
1990, the aftermath of the earthquake was shown
live in TV.
• be the most believable news source
• make some programs understandable and
appealing to a wide variety of age and educational
levels. Literate and illiterate , young and old – all
benefits from the common experience that the TV
• become a great equalizer of educational
opportunity because program can be presented
over national and regional networks.
• 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
(Flower Festival), I prefer to say home and watch it in
TV. With the versatile camera, I can have more close
up view than those watching it from Session Road.
• can give opportunity to teachers to view themself
while they teach for purposes of self-improvementTeachers can view themselves while they teach with
videocam and TV they can view themselves while
they teach after.
can be both instructive and enjoyable.With sight and sounds and motion, TV is
much more enjoyable.
While the film, video and TV can do so
much, they have their own limitations, too.
• Television and film are one-way
communication device consequently. They
encourage passivity. Today, however, we talk
about and work on interactive for classroom
effective learning. We are convince that
learning is an active and so the learners must
be actively engaged.
• the small screen size puts television at the
disadvantage when compare the possible
size of the projected motion pictures,
• Excessive TV viewing works again the
development of child ability to visualize and to
creative and imaginative, skills, that are needed
in problem solving.
• There is much violence in TV. This is the
irrefutable conclusion, “viewing violence
increases violence”.
Basic Procedures in the Use of TV as a
Supplementary Enrichment
 Prepare the classroom.(If your school has a permanent
viewing room, the classroom preparatory work will be
less for you.)
- Darken the room. Remember that complete darkness is
not advisable for television viewing. Your students may
need to take down notes while viewing.
- The students should not be seated too near nor to far
from the television. No student should be farther from
the set than the number of feet that the picture that
represent in inches. A 24-inch set mean no student
farther than 24 feet from the set.
• Pre-viewing Activities
- Point out the key points they need to focus on. It helps if
you give them guide question which become the foci of post
viewing discussions. Omit this, if you are using an interactive
video and the source speaker himself/herself give the
question for interactive discussion in the process of viewing.
• Viewing
- Just make sure sight and sound are clear. You were
supposed to have checked on this when you did your pre –
• Post-Viewing
- to make them feel at ease begin by asking the following
1). What do like best in the film?
2).What part of the film makes you wonder? doubt?
3). Does the film remind you of something or someone?
4). What question are you asking the film?(Write them down .
You have not to end the class without answering them to
make your students feel that everyone and everything
matter. Nothing or nobody is taken from granted.)
• Go to the question you raised at the pre-viewing stage.
Engage the student in the discussion of answers. Check for
• Tackle question raised by students at the initial stage of the
post-viewing discussion. Involve the rest of the class.
If questions cannot be answered, not eve you can answer
them, motivate the class to do further reading on the topic
and share their answers the next meeting. You will not be
exempted from the assignment.
• Asked what the student learned. Find cut how they can
apply what they learned. Several techniques can be use for
this purpose. A simple yet effective technique is the
completion of unfinished sentence .E.g From this film I
learned _____.I can apply the reason I learned in/by _____.
•Summarize what was learned. You may include whatever
transpired in the class discussion in the summary but don’t
forget your summary on your lesson objectives.
1.How do you counteract one disadvantage of television , film
and video- development of passivity in the classroom?
2. Go over your RBEC. Find out which lessons can be taught
with the television
3. If Muhammad cannot go to the mountain ,”bring the
mountain to the Muhammad.” Come up with an analogy to
show the power of television to bring reality to the home or to
the school. E.g. If the class cannot go to the sae, bring the sea to
the class.
The film, video and television are powerful tools. When they
era used appropriately and moderately, they can make the
teaching- learning process more concrete, lively, colourful and
interactive . It contributes to a more lasting learning fun. However,
misuse and abuse of their use in the classroom and even at home
has far reaching damaging effects in the development of children’s
imaginative and thinking powers and sensitivity to human life.
The most significantly cited weakness of the television is the
effect of television violence on people’s aggressive behaviour.
With the coming of the VCR,, viewing need not be passive
anymore. We can have interactive viewing with VCR..
Making the Connection
1. Some Filipinos want to be where the action is even if it would mean
risking their lives in the crossfire. Perhaps for curiosity’s sake? Or is
this not more an evidence of the desensitizing effect of violence in
2. There are three types of TV teaching- total TV teaching, TV as a
complementary basic resource an TV as supplementary enrichment.
How are they different ?
3. Here is a comparison of the effects of TV viewing and reading:
4. Surf the internet for the educational TV programs which you can use to
supplement your lesson s. This can help you in your listening of
materials for RBEC competencies .(You are asked to do this in item #2
of the application phase of this lesson.)
Postscript- 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 colourful presentation of a
difficult topic in physics for instance when the
one who teachers the topic is inexperience and
can only make use of still pictures in black and
white as visual aid. 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 gets
The damage has far reaching effects.
Social psychologist Craig A. Anderson gave
this testimony to the US Senate on March
21, 2000: The media violence effect on
aggression is bigger than the effect of exposure to
live on IQ score in children, the effect of
calcium intake in bone mass, the effect of
home work on academic achievement, or the
effect of asbestos exposure on cancer...High
exposure to media violence is major
contributing cause of the high rate of violence
in modern U.S society.
Let us use to view the TV appropriately and
moderately so that we can take advantages
and mitigate its advantages.

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