ABSTRACT
This chapter provides intermediality from a video technology perspective. It discusses theoretical perspectives that influence the use of video technology to enhance learning and inquiry. The chapter shows that the cases presented by Ann Watts Pailliotet and Sherry L. Macaul and her colleagues. It identifies possible benefits and challenges associated with applications of video technology. It suggests the implications for a form of pedagogy that encourages students' critical and independent thinking and respect for diverse viewpoints. The chapter describes many possibilities of the impact of multimedia texts on teaching and learning. Multimedia can be a powerful resource for supporting students' learning and study of authentic problems. Specific possibilities and implications for pedagogy are discussed in the following material. Consistent with theories of critical pedagogy, students are making sense of the particular circumstances represented in the texts; analyzing the relationships between these circumstances and their own culture and understanding; and generating recommendations for what they envision, given particular intentions and conditions.
