Demonstration Project - Model Plan for Video Utilization, Grades K-12

视频资源的优化利用是 K-12公立学校的教学受到阻碍， 教师在获取视频材料方面遇到的困难， 满足特定的教学需求，并获得视频访问 设备. 格鲁吉亚教育部开展的一个项目， 70年代末的教育表明， 增加教学电视材料，如果教师 为独立电视台的选择和时间安排提供了意见 编程. 从那时起，在格鲁吉亚使用广播作为 一种资源分配的手段，而不是资源调度 为教师提供了更大的灵活性， 教学视频资源。 仍然存在两个限制因素： 教师无法确定哪段视频 满足特定的教学需求和缺乏视频设备 在教室里 格鲁吉亚教育部和 克拉克县学校系统将开发和实施一个模型， 该项目表明，最佳的视频利用率是 如果提供教师，则可实现：1）容易获得视频 教室里的设备，2）支持他们的视频材料 教学需要，以及3）使用视频的指导 材料和录像设备的操作。 这个项目 将为克拉克县的每个数学和科学教室配备 录像机和电视监视器， 学校有一个数学和科学视频资源的集合， 为教师提供全面的视频索引，以及 视频资源的开发利用。 项目 将测量和比较前后的视频使用水平 教室配备了方便使用的设备。 高质量的视频材料增加了学习， 记录在案。 改进教学的潜力 通过使用新技术也得到了证实。 然而，课堂教师的要求往往排除了 他们现在采取必要的步骤来利用这些技术。 该项目将提供一个模型以及文档， 教师希望并将使用改进的教学方法， 不为使用这些方法而提出不合理的要求。 最后的结果可以作为那些制定 在新教学上投入更多资源的政策决定 技术.

Optimal use of video resources as an integral part of instruction in K-12 public schools has been hampered by the difficulty teachers experience in obtaining video materials that meet specific instructional meeds, and obtaining access to video equipment. A project conducted by the Georgia Department of Education in the late 1970's demonstrated that utilization of instructional television (ITV) materials increased if teachers were given input into the selection and scheduling of ITV programming. Since that time, the use of broadcast in Georgia as a means of resource distribution instead of resource scheduling has given teachers greater flexibility in the selection of instructional video resources. Two limiting factors remain: and inability on the part of the teachers to determine which video meets specific instructional needs and a lack of video equipment in the classroom. The Georgia Department of Education and the Clarke County School System will develop and implement a model project which demonstrates that optimal video utilization is achieved if teachers are provided: 1) easy access to video equipment in the classroom, 2) video materials that support their instructional needs, and 3) instruction in the use of video materials and the operation of video equipment. This project will equip each math and science classroom in Clarke County with a videocassette recorder and television monitor, provide each school with a collection of math and science video resources, and provide teachers with a comprehensive video index, and development in the utilization of video resources. The project will measure and compare level of video usage before and after classrooms are equipped with easily accessible equipment. That quality video materials increase learning has been documented. The potential for improving teaching and learning through the use of new technologies has also been demonstrated. However, the demands of the classroom teachers tend to preclude their taking the steps now necessary to utilize the technologies. This project will provide a model as well as documentation that teachers want and will use improved methods of instruction if unreasonable demands are not made in order to use the methods. The final results can be used as arguments for those making policy decisions for expending more resources on new teaching technologies.