Video has great potential in classrooms because it allows students to view themselves and evaluate their performances firsthand. Students are often asked to give presentations or speak in front of their classmates in order to develop their public speaking skills and share their work with the rest of the class. One downside to this practice is that students must rely on outside observations to understand how they were received. Instead, teachers can use video to record a student's presentation and show them exactly what can be improved and what was done well. Alternatively, students who may otherwise be unable to present in front of a crowd, such as students with Autism Spectrum Disorder, have the ability to use video to record themselves presenting and share the recording with their class. Video has the potential to help students evaluate themselves and create accessibility.
In an art classroom, video allows students who are not adept or comfortable with traditional media to view themselves as an art medium. Painting and drawing require skill and technique that may discourage some students from utilizing them, but most younger students have interacted with video their entire lives and, thanks to modern technology, creating a video can often be as simple as pushing a button on your phone. Since the methodology of video is so simple, the medium lies within the subject of the video. Therefore, students who choose to make videos of their own actions take on the responsibility of the medium and control the work.
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