Image and Video Can Affect Student Learning Outcomes - Literature review Example

Image and Video Technology Improving Learning Outcomes Image and video can affect learning outcomes The current global changes seemingly affect all sectors of life. Student learning, in particular, has experienced significant changes over time with the objective of improving the level of outcomes. The stakeholders in the industry are keen when it comes to networking high-quality education with technology in order to empower the current generation to seize different opportunities present in their environments. The adoption of technology in learning institutions is transformative and makes it possible for learners and educators to attain the set objectives (Gordon, 2000). The concern is seeking means of value addition into the quality of education learners are gaining. In essence, allowing technology in the form of video and image brings an excellent classroom experience to students as well as educators. Image and video technology are currently being perceived as an enabling tool for attaining high quality education standards (Gordon, 2000). Tentatively, a strong pedagogical foundation is critical in maximizing the use of image and video technologies in enhancing the quality of education. This is aimed at providing ease of integrating video technology into the school curricula. All this is driven by the necessity that is created in the current environment. The development of technology seems to be the key driver to allowing different kinds of portable devices into classrooms (Groff & Haas, 2008). In the twenty-first century, it is quite challenging to restrict the proliferation of portable devices into classrooms. The use of internet and other related technologies has accelerated and is poised to keep rising because of the discoveries being made in the sector. Students are also able to access these devices with a lot of ease. Strategically, stakeholders in the sector of education perceive these devices as great tools to boost the quality of education. Similarly, I also believe using these technologies provides a great deal for students to experience a lot of ease in learning. It is important that learning institutions put in place various infrastructural designs that effectively align with the new pedagogical and technological trends (Klopfer, 2008). The greater access to internet that has been attained over time is an imperative ingredient for using image and video technologies in improving student learning outcomes. The video provides a platform for illustrations and demonstrations that could otherwise be difficult without video technology. Video and image illustrations make it easier for teachers and other educators to drive concepts easily. In the same way, it makes it easier for students to understand these concepts. Essentially, it is important to emphasize the fact that video technology opens an opportunity for students to travel to unreachable destinations without leaving their schools. This makes it possible for these students to gain more knowledge in diverse aspects that regard their learning. In addition, advanced video technologies like video-conferencing make it possible for learners in different places to share and learn the same content. This has revolutionized learning and bearing a huge impact on learner outcomes. This can be proven by analyzing the performance index of students in key subjects like mathematics and other sciences. The depth of understanding by students is expected to be better than it was ten years ago. All this is accredited to the development in technologies that have had a direct influence on learning as the video technology. Moreover, image and video technologies are considered effective instructional guides compared to other media tools. The learner remembers and retains concepts better when using video technology. Based on this, this tool is slowly becoming a trend in most urban learning institutions. Educators, in particular, prefer this technology because of its ability to combine different kinds of data. They include image, sound, text and motion and they are delivered in a very complementary manner. This kind of learning tool gives the learner more autonomy over the information being disseminated (Shaffer, 2006). For instance, the learner can pause, forward or rewind depending on his needs, and this makes it possible for the learner to be in control of the information one is receiving. The flexibility in the use of this educational tool makes it more appealing to the current learners. From the current trends that have been observed, it is clear that more research is needed on this subject. Learners and educators require sufficient information that will guide them in making good use of image and video technologies to improve on learning outcomes. Sufficient information about video technology will not only lay the ground for today’s learners, but also for future learners as well. Information on this aspect of pedagogy will enable educators to seek the best options for addressing the various challenges facing learners in various academic institutions. This can be better achieved only if adequate information about this area of research is available. In addition, information about this subject will enable educators to understand their changing roles in the current learning environment. Based on the evolution of technology, the role of educators is slowly shifting, and this can be a bit challenging if the information is not provided appropriately. Literature Review Introduction It is evident that the education sector is facing a myriad of issues because of the numerous approaches that learners can be taught in the twenty-first century. Due to the evolution of technology, the success of pedagogy in the current times is highly dependent on the adoption of technology in learning institutions. This trend has propelled many researchers, especially stakeholders in the sector of education and technology to undertake a lot research to establish means through which technology can be used to improve learning outcomes in schools and other learning institutions. This section analyses the various contribution made by different authors in seeking to establish means through image and video technology can be used to improve learning outcomes Theoretical Framework It is said that the use of image and video technology is a critical tool used in deepening learners’ engagement in critical and intellectually authentic curricula (Sivin-Kachala & Bialo, 2000). It has been found to be a reliable tool at the educator’s disposal to offer learners great learning opportunities. Feller (2006) emphasizes the significance of image and video technology especially to early childhood development. Children find it easier to remember and reflect on what they learnt through photography and video technology. This technology is arguably the most reliable tool to enable learners relive their experiences in class and process it further and hence increase their degree of understanding. With this kind of technology, a firm foundation is laid for the children education to make them effective in applying the principles learnt in addressing real-life issues. Hezel (2000) in his journal analyses some of the benefits of digital imagery to students. It is clear from his findings that this technology enables students to store any content only to be retrieved and reviewed at will to be utilized. This seemingly has a direct impact on the level of understanding concepts and theories by the learner. Storing such contents in digital formats creates a platform over which students can discuss the contents in different settings while out of the classroom. Moreover, studies have shown that video technologies have improved learners’ ability to solve problems (Johnson, 1997). Through this technology, students engage their colleagues in tackling academic problems. These collaborative measures are found to be more complicated when students learn using traditional face-to-face methods with their educators. Video technology allows students time and space to interact with their peers with the intention of increasing their understanding of various concepts that were taught. In addition, Moersch (1999) brings in the idea of the significance of collaboration of students in solving problems as an aspect that is so critical in the current work environment. Quite often, employers are seeking for people who can work in teams and collaborations when it comes to challenges experienced in the organization daily. Therefore, these skills gained by students through collaborating with their colleagues are very essential especially in the real work environment. Similarly, such interactions amongst students increase their multicultural awareness. This is also an important aspect that most employers are looking for in employees. The dynamism that defines the current education sector and technology makes research a continuous process. Nevertheless, more researchers are almost converging at a point of endorsing the superiority of using the traditional face-to-face and technological approaches to video and image. Sivin-Kachala & Bialo (2000) argue that the hybrid of the two approaches bears better outcomes that using the traditional approach alone. This is evaluated on the basis of the overall academic development of students. Students are deemed to be more intellectually developed when using either digital approach like the video or a combination of the two. At the same time, both image and video technologies work closely in preparing the student for the real work environment. These technologies contain aspects that are required in working environments including creativity and exposure to technologies (Gordon, 2000). This implies that students will be fully equipped for taking up positions in organizations after they graduate from colleges. Some authors have expounded a lot on the idea of students being in control of learning process as a milestone when it comes to video and image technologies (Hoffenberg & Handler, 2001). The fact that the student is in control of the learning increases their sense of purpose. They develop inner motivation towards various subjects. This is viewed as an empowerment that can go a long way in training a student to be fully equipped for future career options. Hezel (2000) builds on this idea by highlighting the benefits that accrue on the part of the learner through being involved in the learning process. When students are involved in streaming such educational contents, they not only take control of the content, but also develop a desire to view the content over and over. This is one way of ensuring effective learning on the part of students in the current world. It, therefore, seems to be the responsibility of the student to acquire knowledge and let teachers and tutors to guide and be viewed as an interception of intellectual point and reference (Moersch, 1999). This is in line with what researchers are calling the new shift when it comes to the pedagogical approach to education. It is shifting from the traditional approach where the educator was in charge of the entire learning process. Groff & Haas (2008) are some of the researchers who have addressed the aspect of logistical issues that are involved in transitioning to the adoption of video technologies in classrooms. He emphasizes that this process is a bit time-consuming and will require a good transformational strategy to be executed effectively. This is because the integration of these technologies with the specific curricula can be quite challenging. Groff & Haas (2008) continue to highlight the element of continuity and collaboration during the time of integrating this particular technology into the curricula. The success of integration is dependent on the cooperation and support from key stakeholders like students, teachers, administrators, etc. This is to ensure that their needs are not only met, but guarded appropriately even with the new technology. For instance, teachers cannot support technology that drives them out of employment. In the situation where educators feel that the technology being advocated for can drive them out of employment, they are most likely to sabotage such strategy at the slightest opportunity gained. Similarly, other authors have also raised concerns as regards the use of video for teaching students. For instance, Singer & Singer (1981) argue out that video has never been a panacea for good teaching especially amongst children. They blame aggressiveness for the massive adoption of technology especially video in teaching students. Nevertheless, many researchers converge at the point of agreement that if well integrated, video technology and other technologies can be extremely relevant when it comes to information retention by the students. The counter-arguments of the critics to the use of video technology in classrooms surround the changing environment both education-wise as well as in terms of the technology itself. Johnson (1987) for instance points to the fact that in the current world, developing global students is critical. The best tool to be used in developing a global student base is technology. Using video technology, students can exchange not only education content, but also ideas. Video-conferencing and other related video technologies are important in enabling students to exchange ideas and content with fellow students in other countries at a very low cost. Through this, students get enlightened culturally, and it makes it easier when these students get scholarships in such countries. This has a direct impact on the quality of education in any curriculum setup. Based on such findings, the advocacy for the use of video technology is exceedingly great. With the alarming demand for adoption of these technologies in the classroom, some researchers are keen to emphasize how the role of teachers in the current environment is changing. Klopfer (2008) in his book: ‘Augmented Learning’ points out that the role of teachers in the current setting is to be a mentor. The teachers are expected to come in and play a mentoring role that will enable learners to develop better learning strategies, new reading habits, etc. This is because the world is moving towards endorsing universal multimodal classrooms. This provides learners and educators with more content to help them in understanding various subjects even in a better way. All these are paving the way for the new roles of educators that can fit into the current setup. From the literature that has been analyzed, there seems to be a convergence at the dynamism of both technology and pedagogy in general. Moersch (1999) is amongst many other authors who have appreciated the rapidly changing environment in terms of technology and pedagogy as the key driver towards embracing new learning tools. In the current environment, video-enabled devices like smart phones, pads are making it relevant for learners as well as educators to embrace technology. In its true form, technology is considered as an enhancer of education in the twenty-first century. Video technology in its various forms has been and continues being used in enhancing education at different levels. The value addition ability of technology has been clearly seen. Graves (2002) addresses the entire issue of the shift in the learning approaches as caused by technology. He tackles the direct impact of technology especially in early childhood development. The impression created is the need to integrate video technology and others into the curriculum starting in early childhood development. This is meant to ensure that children have good grounding that will enable them embrace technology even at advanced levels of their schooling. Conclusion The contributions of Gordon (2000) and Moersch (1999) towards the subject of image and video technologies in learning institutions have been found quite relevant. The same is true for other writers who have done research on aspects related to the subject. While no single author has fully exploited how this technology improves learning outcomes in learning institutions, it is important to appreciate the fact that the collective contribution of these writers fully addresses the subject of concern. With such contributions, the research methodology is enriched with tools that will facilitate good findings. Research Methodology This chapter entailed a review of the methodology and the data that was used in the study. The section subsequently covers The research design, population, sampling, data collection and data analysis. The methodologies that have been preferred have been evaluated based on their suitability to the research question Research Design This research will rely on quantitative techniques to establish how image and video technologies can improve learning outcomes. This design is considered effective in deductive testing. It is suitable for testing theories through different hypotheses depending on the nature of the research. The explanatory research preferred seeks to explain how image and video can improve learning outcomes in various learning institutions (Johnson, 1987). This approach will make it possible to provide an answer to the main question. This is after various learning institutions that have been using image or video technology have been surveyed appropriately. Population and Sample The target population for this research is mainly stakeholders in the education sector. This may include students, educators, administrators, management, and other related stakeholders. These will be surveyed to provide their opinion regarding the new pedagogy that embraces image and video technology. This population will be able to provide the researchers with sufficient information that will define the course of these findings. From the various units of categories of the target population, 2 people will be sufficient from every learning institution. That is to imply, the researcher will sample about 10 people from every learning institution. On the other hand, the number of schools to be targeted is 15. All the learning institutions selected must be using image and video technology amongst other technologies applicable in learning institutions. The entire population will be first stratified into various strata based on the nature of the learning institutions. Then samples to be collected from each stratum will be sampled using purposive sampling technique. Data Collection The data collection method to be used is dependent on the kind of variables being used in the research. In addition, the preferred method is based on the source and the availability of resources in terms of money and time. One of the aspects being investigated in this research is the attitude of students towards the new pedagogy that embraces image and video technology (Sivin-Kachala & Bialo, 2000). The students will have an opportunity to give their views on the new pedagogy and how they feel it is impacting their learning process. This data will be collected using questionnaires and interviews. The questionnaires will serve a greater purpose of data collection because of its ability to elicit feelings in the process of bringing out attitudes and perceptions of those being surveyed in relation to the research question. Based on the nature of this research, a structured questionnaire will be of great significance to the entire process of data collection. The success of this questionnaire will be strongly reliant on the prior preparation. This includes the selection of specific questions that are targeted to yield defined information. This shall be directly related to the research topic. The questionnaires shall be printed before being issued to specifically sampled people to provide their feedback. A combination of restricted and unrestricted questions will be used in this research. The success factor of this technique is also embedded in the fact that the target group is educated. This means they will have few challenges in reading and understanding the questions on the questionnaire. This technique has various benefits including its economic value. It is considered very economical in relation to its savings of time and money resources. In addition, the uniformity of questions used makes it possible to compare the various sets of responses from different sources. Similarly, it will be easier to standardize the data collection process because the choice of questions is standardized. Apart from the questionnaire, the interviews will be important in data collection in this given research. An interview is a face-to-face conversation with the target population with the intention of getting some given information. This will provide reliable data in the form of verbal responses from the interviewee. The success of interview as a data collection tool is in the preparation of the interviewers prior to data collection. Training of interviewers is meant to equip them with appropriate interviewing skills that are very critical in ensuring successful information gathering. This will enable them to know how to ask specific questions and how to prod the interviewee to ensure certain information is obtained. Interview as a data collection tool is expected to benefit this research because of its ability to be used even to the less educated population. This is because it gives an opportunity to respondents to provide feedback in any manner. More so, the interviewer can observe verbal and non-verbal communications from the interviewee. This is very important to the entire research process especially when it is conducted appropriately. Every individual that is sampled will be expected to provide their view on the use of image and video technology in their various institutions. In some way, attitudes and perceptions will be clear to the interviewer or the person collecting data. This will greatly help when it comes to data analysis. In addition to the data collection methods that have been analyzed above, this research will also seek to gather information relating to overall performance subjects for students who have been using image and video technology. It may also involve taking a survey of the number of students interested in information technology courses at advanced levels of education. This can be an indicator that points to the appreciation of image and video technology in these learning institutions. Data Analysis Data analysis is important in drawing an inference from the data that has been gathered. In essence, data collected can only communicate relevant information to the users after careful analysis has been done. Before data analysis is undertaken, the data collected from different centres will be gathered together at one point. Where applicable, data collected will be entered into the computer and coding is done. These are some of the preparations that are critical before data analysis techniques are applied to any data that is collected. They seem to be means through which data collected is organized in a certain order to ease the process of data analysis. The interviews and questionnaires used in this research will have carried a lot of information relating to the use of image and video in learning settings. The role of data analysis in this research will be streamlined to focus on examining the data collected with the aim of establishing trends, relationships, as well as patterns. The trends and patterns that are derived statistically are important in strengthening the reliability of inference that shall be drawn from this research. In the end, it is important to ensure that conclusion is made based on accurate analysis of data collected. In this particular research, because the data gathered is non-countable, the research design was made to adopt a qualitative approach. In this case, the narratives provided by the respondents are very critical at this level of data analysis. These feedbacks will be analysed on one-on-one basis with the intention of identifying those patterns and trends that are pertinent to the research question. Technically, most of the qualitative data collected cannot easily be translated into numbers. Therefore, they may not carry much relevance in terms of statistics. Nevertheless, qualitative data is rich in value and information that cannot be revealed by quantitative techniques. The information provided by educators, learners and other stakeholders in this survey will reveal how the use of image and video for learning purposes has impacted them. The underlying aspect of data collection in this research is seeking to understand how responsive the learning process is with the inculcation of image and video technology. This will go a long way in highlighting how. After data has been analysed, another important aspect that this data must be subjected to is interpretation. Interpretation in this given research will encompass efforts to explain patterns and trends that dominate the findings gotten. The interpretation of patterns and trends will seek to exploit theory to explain what such patterns imply within the limits of the subject under study. Since data interpretation will be done by people who have skills and experience, it will be important for them to use their expertise to uncover these trends and patterns effectively. In order to attain this goal, a lot of controls have been put in place to ensure the authenticity of information processed. This is because quite often data interpretation is subjective, and controls will aid in ensuring subjectivity does not affect the findings. Reporting Reporting is the last phase of research methodology. As technical as it may appear, it is very important. It is a way of letting stakeholders and other people learn of what has been discovered from the research which was undertaken. The report will be drafted from the synthesized information in order to communicate the key findings that stand out from the research undertaken. This report will be very important to various stakeholders in the education sector. Based on the current developments in the technology sector, many stakeholders are seeking to establish ways through which the curriculum can be modelled to embrace technology. Nevertheless, this can only happen when they are convinced that such technologies bear a positive impact on the learning outcomes in various institutions at different levels of learning. A report of this kind will be very critical to these stakeholders because it will provide the sufficient information required for decision making in matters regarding embracing technology and more specifically image and video technologies. In conclusion, stakeholders in the education sector are doing a lot to ensure that the quality of education is boosted appropriately. A lot of parameters are being assessed with regards to the need to improve the quality of education. One of the tools stakeholders are keen to exploit in the process of improving the learning outcomes in schools and colleges is technology. Therefore, this report serves a major contribution to the education sector by analyzing the impact of image and video on learning outcomes amongst students. Its careful synthesis of data serves to benefit the education sector by providing information that is so critical to the current education trends. Changes Research, like any other undertaking is prone to experiencing variations from what was initially anticipated. While these variations are normal to a large extend, it is very important to put in place contingency measures to ensure the outcome of the research is not affected. This serves to ensure the quality of research findings is upheld. The following are some of the counter measures that will be adopted just in case some planned activities fail to proceed as expected: Plan A Plan B Rain that is most likely to affect the data collection process in various centres. All data collection agents will be equipped with umbrellas and rain-jackets to ensure rain does not completely adjust the set plans Lack of cooperation from some of the individuals sampled out for that particular research The sample size must be increased appropriately to give room for cases of default and non-cooperation from interviewees Communication barriers The selection of the various institutions will be done putting in mind the dominant languages in those centres. This will target mostly English speaking individuals Power outages during the process The design and approach of this research does not heavily rely on power. Most of the methods have been designed in a manner that allows manual collection of the required data. Loss of questionnaire booklets and other materials The data collection will carry extra copies to ensure they cater for any unplanned loss. In addition, other materials will be carried in soft copy to ensure that they can be printed whenever need arises. Missing out on the target respondents The data collection timing will be done in a way that will get the target group in learning institutions. This will be undertaken when schools and colleges are in session to guarantee getting a feedback from the target group. References Gordon, G.N. (2000). Classroom television: New frontiers in ITV. New York: Hastings House. Graves, S.B. (1999). The impact of television on the cognitive and affective development of Minority children. In G.L. Berry and C. Mitchell - Kernan (Eds.), Television and the socialization of the minority child ( pp. 37–69). San Diego, CA: Academic. Hezel, R.T. (2000). Public broadcasting: Can it teach? Journal of Communication, 30, 173 – 178. Hoffenberg, H. & Ha n d l e r, M. (2001). Digital video goes to school. Learning and Leading with Technology, 29(2), 10–15. Johnson, J. (1987). Electronic learning: from audiotape to videodisc. Hillsdale, NJ: Erlbaum. Singer, J.L. (1980). The power and limits of television: A cognitive - affective analysis. In P. Tannenbaum (Ed.), The entertainment function of television. Hillsdale, NJ: Erlbaum Singer, J.L. & Singer, D.G. (1981). Television, imagination and aggression: A study of preschoolers .Hillsdale, NJ: Erlbaum Sivin-Kachala, J. & Bialo, E. (2000). 2000 research report on the effectiveness of technology in schools (7th ed.). Washington, DC: So f t w are and Information Industry Association. Feller,B. (2006). “Scientists say video games can reshape education.” The Seattle Times; October 18, 2006. Gee, J. (unpublished manuscript). Why are video games good for learning? Academic Co-Lab. http://www.academiccolab.org/resources/documents/MacArthur. Groff, J., & Haas, J. (2008). Web 2.0: Today’s technology, tomorrow’s learning. Learning & Leading with Technology, September/October 2008. Klopfer, E. (2008). Augmented learning: Research and design of mobile educational games. Cambridge, MA: MIT Press. Learning and Leading with Technology. Moersch, C. (1999). Levels of technology implementation: An inventory for measuring classroom technology use, 26(8), 59-63. Shaffer, D. (2006). How computer games help children learn. New York, NY: Palgrave Macmillan. Read More