Sage on the Screen

Ferster, Bill

doi:10.1353/book.48032

Cited by 8 publications

(1 citation statement)

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“…With time, the video became a tool in the hands of educators and its use began to be an important element of the teachers' workshop -initially mainly teachers of humanities, and soon also natural scientists [2]. The media revolution at the turn of the nineteenth and twentieth centuries, the sign of which was the universal availability of image recording and reproducing devices, as well as platforms for their processing and sharing, made video the leading medium for transmitting information [3]. From the screens of cinemas and televisions, "a picture worth more than a thousand words" found its way to mobile devices that are almost constantly in the hands of millions of people.…”

Section: Introductionmentioning

confidence: 99%

Video clips in physics education

Greczyło

2024

J. Phys.: Conf. Ser.

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Film recordings – video clips – have been used in the teaching and learning processes for decades. At the very beginning, the dominant role was played by television and professionally prepared recordings on portable media (e.g. LaserDiscs). With the advancement of technology and the emergence of new media, as well as the revolution in access to image and sound recording and processing devices, video clips – including amateur ones – have become the dominant path of contemporary visual communication. The paper is of an overview character and discusses examples of educational use of video in physics education in the past and at present, including TV lectures, popular science programs, dedicated video materials and educational environments, software for video measurement and evaluation of learning outcomes. Various illustrations along with literature references are given to outline potential educational pathways in making use of video clips as didactically valuable medium in teaching - learning physics.

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Section: Introductionmentioning

confidence: 99%

Video clips in physics education

Greczyło

2024

J. Phys.: Conf. Ser.

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Designing Media-Based Learning Tools

Ferster

2024

Creativity Theory and Action in Education

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Studying with the Internet: Giorgio Agamben, Education, and New Digital Technologies

Lewis

Alirezabeigi

2018

Stud Philos Educ

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This paper provides an analysis of the educational use of the Internet and of digital technologies that is neither pessimistic nor optimistic, that is neither critical nor post-critical. Turning to Italian philosopher Giorgio Agamben's comments on studying and its relationship to the technology of the blank writing tablet, the authors argue that digital devises are a radical transformation in our relationship to the technologies of reading and writing. Traditionally, the scholar was able to experience his or her potentiality to communicate through writing via the blankness of the writing tablet. Yet, according to Agamben, such blankness has become inaccessible in the digital age, where the screen is always full of content. Here the authors argue that Agamben is correct in his diagnosis, yet his own theory of communicability (as the experience of our ability to and not to communicate this or that specific message) offers up a way to redeem the educational use of digital devices. It is precisely the overflowing saturation of communications on the Internet which produces a new kind of blankness. It is this blankness which should thus become the focus of a studious form of media literacy-one that is not critical or post-critical so much as pre-critical (in that it contemplates the very potentiality for communication as such).

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Sage on the Screen

Cited by 8 publications

References 0 publications

Video clips in physics education

Video clips in physics education

Designing Media-Based Learning Tools

Studying with the Internet: Giorgio Agamben, Education, and New Digital Technologies

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