Applications of Digital Video on Demand


According to Denning, "Video is now recognized by most educators as a powerful  communications medium which, in combination with other leraning resources and instructional strategies, can perform a vital role in modern education" (p. 1). The degree of influence, however, is dependent upon the strategies employed by the teaching in preparing the students for viewing the video. The following are suggested strategies for maximizing the viewing experience.

1. Prior to viewing, establish the context for students. Discuss the purpose of the program and its relationship to the current curriculum emphasis. Explain unfamiliar vocabulary. Engage in a previewing acitivity, such as a field trip or discussion.

2. During viewing, stop and start the video at strategic points so that students can discuss what they have viewed and deepen understanding. Prior to viewing preselected sections, focus the students' attention on a particular scene by asking a question, or sharing a feeling you have about it. View specific portions as audio only or without sound for a different effect. Ask students to write questions, take notes or make sketches of particularly vivid parts or concepts.

3. Evaluate the video after it ends. Ask students to critique the video they have viewed by practicing accountable talk with their peers. Have them write a reflective piece in their journals.

Ways in Which Digital Video on Demand Can Enhance Instruction

Whole Group

Interactive Whiteboard

School News shows


Virtual Field Trips

Virtual Interviews

Movie awards

Tech Fairs

Small Group

Smart table with touch screen menu

Kiosk in library

Kiosk in lobby

Science enrichment

Individualized Instruction

Touch screen monitors in centers

MP3 players

Student projects

Portfolio Assessments


Integrating digital video into instruction impacts students, teachers, and pedagogy in multiple ways. Consider the 21st century student.

Students have multiple learning styles. Video can impact auditory and visual learners. Provide a kinesthetic learner with a remote control or a kiosk, and he is impacted as well.

Videos provide access to learning content that may be too dangerous or otherwise inaccessible for students. Consider the use of videos of dangerous chemical experiments in a high school chemistry lab. Imagine the impact of using digital video in teaching world geography. While students might not ever travel to Sri Lanka, they can see the culture, travel the roads, experience the food and language virtually with streaming video.

Imagine the home-bound child who normally waits to see an itinerant teacher. Now she has a rich supply of content-related resources available via the Internet. 

Students can take delivery of such resources through a variety of tools--MP3 players, handheld computers, PDAs, gaming devices with wifi, notebook, laptop, and desktop computers, virtually any wifi-enabled device with a screen can display streaming video content over a high-speed Internet connection.

In addition, the availability of such resources provides 21st century learners the opportunity to exercise user controls--stop, start, replay, discuss, dissect, remix, reuse, and share content with others in a collaborative fashion.

Teachers must be willling to stretch a bit in order to make use of the wide variety of resources available. It takes time to search for the best quality videos online. Some resources may not be free.

Teachers need to experiment with the plethora of video resources available and find out which ones contain the highest quality content-related materials and then get to know how to use such a resource. Teachers will also need opportunities to practice collaborating with others in planning and preparation for using such resources.


According to blogger Chris Brogan on ( ), video can be used for:

resume posting


video cards

posting news

and boosting sales.

What about video in education?

Read the post on the EduTechie blog by Jeff VanDrimmelen  and reflect on the following five suggestions:

Recording class presentations

Video projects

Instructional videos

Video blogs

Use of online video already available

Would video projects engage students in learning curricular content? Could you require students to create video projects?

Would student video projects help other students learn? Could you help students acquire social skills such as collaboration and problem solving by creating and editing video together?

Would video blogs motivate kids to read and write more? Could you use video in conjunction reading/writing assignment?

Would video based virtual field trips deepen understanding, especially for economically at-risk students?

What do you think about the use of video in education?

Could using video in the classroom help prepare our students for a work world where video is commonplace? Suppose all presentation at work were video-based. Could your students meet expectations in their jobs if that was so? What if a job placement service only accepted video resumes? Could your students create one that would place them in a good job? Suppose each department was required to create their own advertising on post them so that they cycled along with others on a ceiling monitor in the building. Could your students succeed at such a task?

How is digital video used in education?



According to Ron Reed (2003) with T.H.E. Journal, streaming technology improves student achievement, specifically through the use of the unitedstreaming video resource (¶ 2). Streaming video is critical for students with language barriers as it assists in learning English while learning curricular content. In addition, at-risk students are more highly motivated by the stimulating audiovisual experience streaming video provides. For those with limited background knowledge, streaming video can help bridge the gap between failure to thrive and academic success.

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