"Digital Video – A Manual for Language Teachers": Book Review
I jumped at the chance, having been asked to review a new series of eBooks by Nik Peachey, as I have followed his blog (Nik’s Learning Technology Blog) for a while now. Nik’s award winning eBook, “Digital Video – A Manual for Language Teachers“, is such an invaluable publication for those teachers who wish to develop their technical skills related to video with their language lessons. It has recently won the ELTons 2016 for Innovation in Teacher Resources, so you know you can’t go wrong with this book. Nevertheless, let’s look at the publication in more detail and see what you get for purchasing this eBook.
The first chapter is a short introduction and history to digital video within the language classroom. Within the introduction, Nik highlights the reasons for authoring and the aims of the eBook. After this initial short chapter, there is short contents list of what is included within the following ten chapters as well as a navigation towards particular chapters. For example, if you want to learn a bit more about editing videos the reader is guided towards chapter 3. However, should you want to learn more about getting students to creating video with their mobile phones then the reader is recommended to read chapter 7 to learn more about student created videos and chapter 8 for activity ideas. The second chapter, ‘Video & Task Design’, is focused on selecting video clips to supplement lessons. There are three parts connected to this chapter: Choosing a Task, Task Design and Culture in Video. The first part, Choosing a Task, recommends useful criteria to consider when choosing a video clip such as selecting interesting content, keeping clips short, cultural references or overall quality to name just a few with some reasoning behind this. The second part, Task Design, looks in great detail at in creating some highly engaging tasks related to the video clip. It is incredibly useful for teachers wishing to incorporate and create their own personal lessons with online video clips. The third part, Culture in Video, obviously focuses on video clips and how they can make students more aware of culture.
The next chapter, ‘Video Tutorials‘, focuses on basic tutorials for the reader with seven key parts included. These seven parts include Hosting Video Online, Downloading Video, Embedding Video, Muting Audio, Subtitles and Annotations, Creating QR Codes as well as Video Slideshows. Each tutorial includes a link or QR code – which can be scanned – to a video tutorial. Each of the seven tutorials include a rationale and things to consider. This chapter supports the reader every step of the way and by watching each video tutorial, the reader would feel more confident while dealing with video clips. Chapter 4, ‘Approaches to Learning’, focuses on the integration between technology and video clips and online learning. There are four parts to this chapter and these include Video & Blended Learning, Video & Flipped Learning, Video in Task Based Learning as well as Video in CLIL (Content and Language Integrated Learning). There is a substantial focus on Blended Learning with much information for readers to consider. However, with each section, the reader is provided with additional background detail.
The next chapter, ‘Comprehension Activities’, is broken down into 20 different lesson activities which aims to focus on developing listening and viewing comprehension. As with previous chapters, each lesson activity includes a step-by-step procedure which explains to the reader how to stage a selected lesson. Chapter 6, which is called ‘Video as Communication‘, focuses on the use of online video and developing communication with an audience. The chapter looks at the various benefits of online communication, possible challenges faced with online video communication, advice on a good internet connection as well as tips on using a webcam for recording video. These two chapters naturally lends itself to Chapter 7, ‘Creating Video‘. This chapter assists the reader by looking at the stages required to create a video. Nik covers a lot of ground in this chapter to assist in the stage of recording a video such as different camera angles, the use of storyboards, editing the video or getting people (such as the students) to collaborate. At the end of this chapter, Nik offers a selection of topics which could be incorporated into video with students.
With Chapter 8, ‘Creation Activities‘, Nik provides the reader with additional activities to assist teachers getting students to create a video with over twenty lesson ideas. There are so many wonderful ideas for readers to exploit for use in class and each suggested lesson includes the key objectives and rationale, the language focus as well as the stages and procedures of the activity. There are also included with all these lessons, additional links to websites and other resources for the reader to view. The last three chapters, Chapter 9, ‘Cool Tools & Tips‘, Chapter 10, ‘Application Reviews‘ and Chapter 11, ‘Resource Reviews‘ focuses more on websites, tablet or smartphone applications and graded readers for use in the classroom. There is such a wealth of information provided in the final few chapters, almost 250 pages dedicated, that it would take a reader a great deal of time to go through each application and try them out for use in class.
Despite my personal confidence with technology, much of which is self-taught, I have very little confidence with digital video and it is an area which I am currently focusing on developing, with further focus on my YouTube Channel. However, this eBook lends itself very well for both the technological adept as well as those that need just a little bit of support. I have gained so many ideas from this eBook and I cannot wait to incorporate some of them into my future lessons. “Digital Video” is worth that digital space on your digital library and is really suitable for teachers who really want to try out video in their class.