Annotated Bibliography Entry #1:

Schwartz, D. L., & Hartman, K. (2007). It is not television anymore: Designing digital video for learning and assessment. In Goldman, R., Pea, R., Barron, B., & Derry, S.J. (Eds.), Video research in learning science (pp. 349-366). Mahwah, NJ: Lawrence Erlbaum Associates.

Summary:
This chapter explores the evolution of video in education, emphasizing that digital video is no longer just a passive medium like traditional television. Schwartz and Hartman argue that video, when designed for interactive learning, can be a powerful tool for deeper student engagement and learning. The authors categorize video into observational, constructive, and narrative types, each serving distinct educational purposes. Observational video helps students learn by watching, constructive video involves students in problem-solving activities, and narrative video uses stories to convey complex concepts. The authors highlight that thoughtful design is essential for video to promote active learning and that future research should focus on how video can be used to assess learning outcomes.

Evaluation:
The article is insightful in articulating how video has transcended its original purpose as a mere broadcast tool. By distinguishing between types of video and their specific learning applications, the authors provide a clear framework for educators to think about video integration in modern classrooms. However, the chapter stops short of providing concrete case studies, which would have been useful for educators looking to apply these principles in their own contexts. Nevertheless, this article is highly relevant for anyone interested in the intersection of video and education.

Reflection:
This reading is incredibly relevant to my work in educational technology, particularly with video use in flipped classrooms. The differentiation between video types provides a practical way for me to structure my own lessons, ensuring that video is not just used for passive consumption but as a tool for active engagement. This framework can also help guide future research in video-based learning.