Lights, camera, action: creating video content for learning

By Education Gazette editors

Issue: Volume 99, Number 7

Posted: 18 May 2020

Reference #: 1HA7Wu

After a crash course in making videos, Merrin School’s teacher aides – better known as ‘Teaching Angels’ – are producing great digital content for their students.

Jazeel and Teaching Angel Sha, back into the classroom bubble and doing one of the activities from the Teaching Angel online learning videos.

Two half-hour Zoom sessions on how to create videos for their students was all it took for the 18 Teaching Angels (TAs) at Merrin School in Christchurch to embrace the concept.

Despite being a bit nervous initially, they are now producing and delivering at least two videos every week for learners who need support, as well as for wider use within the school.

Kirsten, one of the TAs, says it has pushed her out of her comfort zone.

“Although it was tricky in the beginning, it has truly been a fantastic experience. I have improved my ICT skills in a hurry and it also means through distance learning that we can be in touch with the learners we usually work with in the school setting.”

Even those who were less confident with digital technology quickly got the hang of it, says deputy principal Kate Morgan.

“Anyone who really got the hang of it became a tuakana for others.”

Ranging from simple videos on reading stories to more technical creations, the video topics are all inspired by what is going to appeal to the students.

“The TAs know the kids pretty well, so they’ve gone with the students’ interests,” says Kate.

“For our priority students and anyone on a collaborative action plan, the teachers have asked the TAs to do whatever is on the plan, so it fits in with those goals.”

The videos have been made accessible for students across a range of cultures, with some translated into te reo Māori, Mandarin and Filipino.

The school has received great feedback from parents, who have been pleased to see their children take up the activities offered on the videos.

“The feedback I’ve had from parents is that the kids think the teachers and TAs are talking only to them,” she says.

And Kate says the process has been more than just an exercise in professional development.

“It’s given the TAs more of a presence across the school.”

Kirsten agrees. “We feel so valued being asked to do something so special.”