These videos can be easily made (The one I made was using a mobile phone
camera and a lamp) and offer learning that is not necessarily focused on
writing but takes into account other cultures ways of learning. For the aboriginal
student population, artwork and aural storytelling can be encouraged through
modern technology and help keep motivation, interest and relevancy in
education.
As in the Papinmaru
documentary, it shows how technology engages with students about what means the
most to them – hence videomotion is not just a nice theory, it is seen to work
in reality (Adams, 2007).
This can be used to engage Aboriginal, Afghan,
Indonesian and any culture that exists as an activity that encourages modern
technology, creativity and inclusion of students’ cultures and languages.
It can benefit social problems by being group
work activities in pairs and help create a community within the classroom that
learns and respects each others cultures.
It also helps redirect misuse of mobile phones in
classrooms, which has been seen as a major problem in recent years (Schüz,
2005).
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