Interactive Video Modules and Student Absenteeism in the Pottery Classroom
MetadataShow full item record
Student absenteeism in public school classrooms creates a multitude of problems, especially in courses designed for whole group instruction and frequent teacher feedback; and which introduce learners to unfamiliar, complex skills and processes. This study was created to determine whether or adding interactive video modules of key pottery demonstrations to traditional classroom instruction would help address negative effects of student absenteeism. Also important to the researcher was to determine whether or not addition of the videos would affect student control of learning and current desirable classroom dynamics. This study describes how data was collected through student interviews, surveys, and artwork; teacher observations and computer log sheets. Ninth through twelfth grade students enrolled in the Pottery Foundations curriculum at Bald Eagle Area School in Wingate, PA demonstrated understandings of pottery processes delivered through the interactive video modules at least equally comparable to understandings delivered through live teacher demonstrations. Use of the videos had tremendous benefits in the classroom, some hoped for and others not anticipated but nevertheless desirable. The author applied understandings achieved through the study to current teaching strategies in all ceramics course curricula to address the negative effects of student absenteeism, give students greater control of learning, and to increase student understanding of key ceramic processes and concepts applicable to art making. Further investigation of additional technologies to enhance teaching methods in the pottery classroom will be investigated.