The video in the classroom is underused. Or, worse, misused. Probably because teachers lack training. Or because the partial training is often limited to the technological dimension, lack training in the audiovisual and distinctive form of information processing and, consequently, specific teaching as a possibility. Lack
also planned. Often, the video introduction to improvisation without a rational plan previously established. And it becomes more social pressure to respond to needs contrast.
The integration project should include, in addition to teacher training and acquisition of equipment and material way, the creation of the figure 
responsible for audiovisual communication, a person in charge of promoting and dynamic educational audiovisual center, an official with specific training, especially not understood as a technician or repair of equipment, but as a teacher specializing in speech and audiovisual teaching.
In any case, training is essential because the video is not a miracle technology. A bad program will be as ineffective as a bad teacher. The important thing is the way they process the information and educational use made of it.
From these premises, it raised a number of different possibilities in the integration of video in the classroom, because it can enhance the effectiveness of video in the classroom to diversify its use.
responsible for audiovisual communication, a person in charge of promoting and dynamic educational audiovisual center, an official with specific training, especially not understood as a technician or repair of equipment, but as a teacher specializing in speech and audiovisual teaching. In any case, training is essential because the video is not a miracle technology. A bad program will be as ineffective as a bad teacher. The important thing is the way they process the information and educational use made of it.
From these premises, it raised a number of different possibilities in the integration of video in the classroom, because it can enhance the effectiveness of video in the classroom to diversify its use.
often educational use of video is limited to the use of educational films. Should open new perspectives. Some examples:
* The video-lesson is a program which sets a content of a systematic and comprehensive. It would be like a lecture, but given the video. Chords are most educational programs that are in the market.
* The motivational program is a program designed primarily to promote collaboration after viewing.
* The video-support is a set of images that illustrate the teacher's verbal discourse. Would be equivalent to supporting slides, but in the case of video-supported working with moving images.
* video lessons, video motivator and program-support are the three possibilities are valid and potentially effective, but each will be more suitable for specific content or a specific time in the teaching process learning.
Most teachers not have the resources, time or training to create their own video recordings teaching. But not have to renounce the use of CAM 
ara. With the video camera can be much more affordable activities and effective. For example, work observation, self-observation or research.
In the areas of language, language, physical education, the arts or humanities education can use the camera to record the students, individually or in groups, to observe or possible self-observation, thereby assessing their ability or behavior.
same can be done when preparing sport or art festivals, or theatrical performances. A recording during the tests allow students to observe e valued, in order to improve their performance.
the teacher can also use the camera to optimize their job performance. Suffice to record his speech in the classroom, then analyzing their behavior from all points of view.
The camera can also serve for conducting research. Data collection is the first step in any research, and analysis of these data is the second. Video technology allows, in many cases, making these phases with much higher efficiency that allows the simple observation, thanks to features such as picture freeze, repeat as often as needed, changing the cadence of way, etc..
recommended in the literature at the end of the article can be found books that offer suggestions for imaginative use, affordable and effective camera in the classroom.
ara. With the video camera can be much more affordable activities and effective. For example, work observation, self-observation or research. In the areas of language, language, physical education, the arts or humanities education can use the camera to record the students, individually or in groups, to observe or possible self-observation, thereby assessing their ability or behavior.
same can be done when preparing sport or art festivals, or theatrical performances. A recording during the tests allow students to observe e valued, in order to improve their performance.
the teacher can also use the camera to optimize their job performance. Suffice to record his speech in the classroom, then analyzing their behavior from all points of view.
The camera can also serve for conducting research. Data collection is the first step in any research, and analysis of these data is the second. Video technology allows, in many cases, making these phases with much higher efficiency that allows the simple observation, thanks to features such as picture freeze, repeat as often as needed, changing the cadence of way, etc..
recommended in the literature at the end of the article can be found books that offer suggestions for imaginative use, affordable and effective camera in the classroom.
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