"Filming Compassion" Post

Bremer, J. and Clark, M. (2005, April). Filming compassion. Learning & Leading with Technology, 39-41. ISTE: Eugene, OR.

In the article Filming Compassion author Janet Bremer and co-author Marilyn Clark highlight convincing benefits that emerge from immersing digital age media with their students’ service learning component. In particular, Bremer and Clark share their experience with video production in service learning at Cincinnati Hills Christian Academy High School. Bremer and Clark explain the process of networking with non-profit organizations in order to establish a win-win situation for their students and the organization, which would potentially have an influential effect amongst the students’ schoolmates, the school, and inform other service learning projects. Thus, the authors state: “When students in a video production class partner with non-profit organizations, the result is a winning outcome for everyone involved” (2005: 41).

The win for the students is that they would produce a meaningful video for a worthy cause and develop insightful skills such as cooperation, communication, citizenship, critical thinking, solution-based thinking (when dealing with unexpected issues), and most importantly video production skills. The students also practiced initiative as a vast amount of the service learning took place outside school grounds; therefore, engaging in independent learning. For the non-profits they received a free service that provided them with exposure while gaining a beneficial tool to promote their purpose (2005: 41).

Nevertheless, these teachers sound like they were resourceful and very supportive in guiding their students through their collaborative process in spite or reoccurring challenges such the organizations lack of equipment and lack of staff (2005: 40-41). Moreover, the service learning evolved into a student-centered project that gained positive contributions and participation from not only the students in class but also from students throughout the school further enriching the student’s collaboration skills and learning experience.

Personal Response/NETS
I want to teach elementary students, grades 2-3. I think that Bremer and Clark’s service learning project with video and community organizations can be compartmentalized to adapt to an elementary level project. Keeping in mind that the elementary age group is not autonomous in their learning initiatives as are many high school students in a learning service group, my primary concern would be the safety of my students (or any student involved). As such, the service learning would have to take place on school grounds. I think their involvement with the use of a digital video camera would have to be supervised by an adult for technical guidance. Also, equipment may be limited so students would be encouraged to keep their videos short. Thus, students will be introduced to video production concepts, basics, and foundational video recording and possibly some editing.

As such, they will meet ISTE NETS for Students #2 Communication and Collaboration and #4 Critical Thinking, Problem Solving, and Decision Making. In creating a focus for the video students can identify an issue at school and evaluate its condition by looking at what is causing the problem and what actions can be taken. They can also document the goals of school programs, like the YMCA’s 6 to 6 program, Boy Scouts, Girl Scouts, or the school garden. They can even translate general information for parents to access via internet and indicate how they are solving a communication issue by making information more accessible in different languages. In all, in collaboration with the school the students’ videos can be uploaded on the school website to promote programs, events, community engagement, etc. The goal of it all would be to draw out students’ creative and caring qualities that Bremer and Clark see as relational in that “students develop their skill while learning about the inner workings of a humanitarian agency” (2005: 41), which will be a valuable life long learning experience that students will take with them wherever they go.