Challenges of introducing video production tasks into the classroom

ABSTRACT

Though text formats still dominate in educational contexts, the use of student-produced videos in the classroom is gaining popularity. Here the authors analyse how high school teachers in Catalonia, Spain, implemented video production tasks in their classrooms and the various challenges they faced during the process. The main data collection methods were semi-structured interviews and an online questionnaire to which 1561 teachers responded. The challenges most often cited by teachers are a lack of technological resources, insufficient time to complete more complex video projects, and insufficient training of teachers. Teacher comments also point to concerns about how to make student-produced videos available to different audiences and an imperfect understanding of the ethical procedures. Among suggested solutions to these challenges are the promotion of video-sharing collaboration among teachers, the clear articulation of ethical norms for video production, and the allocation of more time in the school curriculum for video production.

KEYWORDS:

• Video production
• digital innovation
• collaborative learning
• challenges in pedagogic innovation
• video in the classroom

Acknowledgments

This study would not have happened without the support of the teachers who provided their time and opinion on the matter.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Notes

1. The language used in interviews and questionnaire responses was Catalan or Spanish (the Catalan education community is thoroughly bilingual). All materials and participant responses or comments have been translated here into English by the authors.

Additional information

Funding

This research was supported by OralGrab. Grabar vídeos y audios para ensenyar y aprender (PID2022-141511NB-100, Ministry of Science and Innovation), DEFINERS: Digital language learning of language teachers (TED2021-129984A-I00, Ministry of Science and Innovation, Spain), Gr@el – Grup de recerca sobre aprenentatge i ensenyament de llengües (SGR471, AGAUR) and by National Funds through FCT – Fundação para a Ciência e a Tecnologia, I.P., under the project UIDB/00194/2020 (CIDTFF) and the Scientific Employment Stimulus – contract 2022.06443.CEECIND.

Notes on contributors

Liudmila Shafirova

Liudmila Shafirova is a junior researcher at CIDTFF, University of Aveiro, Portugal. Her research interests include language learning and teaching with technology, plurilingual language learning and informal language learning. Her recent publications on informal language learning appear in journals such as Language Learning & Technology, International Journal of Multilingualism and Language and Intercultural Communication. Twitter: @LShafirova

Daniel Cassany

Daniel Cassany is a discourse analysis teacher and researcher at the Department of Translation and Linguistics (Universitat Pompeu Fabra). He has published more than 12 books about written communication and language teaching in Catalan, Spanish and Portuguese, and more than 90 scientific papers, also in English and French. He has been visiting professor in postgraduate and PhD programmes at universities and institutions of more than 25 countries, in Europe, America and Asia. Personal links: https://linktr.ee/danielcassany. Twitter: @dancassany