David,
I have to disagree to some extent--(and I have a background in radio & TV
journalism!) If I can spend $150 and get several cameras in the hands of my
ELEMENTARY students, to give them the basics of shooting and editing, I'd much
rather do that than try to buy one three or four hundred dollar camera (that will
also take much less abuse). I can understand your reasoning when the students get
to middle and high school--we want to try to upgrade their skills with the best
hardware and software. Remember, nowdways, most high school kids already have a
video camera in their cell phones! And one thing I learned in my 20 years in the
TV industry, some people make lousy pictures with the best equipment, and some
people make great pictures with lousy equipment. Those are the ones we want to
reach. I'll take my cue from Casey Kasem--keep your feet on the ground, but keep
reaching for the stars!!
--
Terry Bynum
Media Specialist
Stowe Elementary School
Duluth, Mn.
Terrance.Bynum@Duluth.k12.mn.us
---- "DiGregorio wrote:
> Generally, I do not think we should be using this kind of video
> equipment. As library media specialists we, in my opinion, need to
> strive towards being completely comfortable with the most professional
> video systems we can afford. And we need to learn how to use them
> effectively. School libraries are in a prime position to not only house
> information, but produce information to help close the gap between
> school and community and do more to promote learning communities. We
> should look to purchase the best cameras and best software possible. And
> have the best systems - and use them in the best way possible. It is a
> powerful medium that has been so misused over the years when it belonged
> to just a few. Who is more prepared to use this medium in a most
> respectful way than school library media specialists?
>
>
> www.librarymedia.net
> ddigregorio@tenafly.k12.nj.us
>
> David Di Gregorio
> Supervisor Library Media Services
> Tenafly High School
> 19 Columbus Drive
> Tenafly, NJ 07670
> USA
>
>
>
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