For Module 4, I explored the topic of screencasts as a short educational video. I had never used Screencast-O-Matic but quickly learned how to manipulate the free software to showcase the tutorial I was looking to teach. There are many screencast programs available some paid and others have free and pro models with differing capabilities.
Screencasts are recordings of both the audio and visual of what occurred on a computer screen throughout the recording. This can include the instructor switching between tabs as well as the possibility of recording a webcam image or possible cursor highlights or indicators
Screencasting has many powerful implications for the educational world. The major concept of the “Flipped Classroom” thrives on the ability for teachers to create and record videos teaching a particular concept or topic. Teachers can record themselves teaching with whiteboard apps or powerpoint slides as a possible way to create these videos. Flipped classroom videos allow students to “move at their own pace” (Ruffini, 2012). With videos, including screencasts, students can pause, rewind, fast forward all with the purpose of enabling students to control their understanding and increase their learning and comprehension. Michael Ruffini (2012), with EDUCAUSE Review Online, suggests also embedding Google Forms below screencast videos on classroom blogs for students to turn in answers to questions or write reflections based on the video. This reminded me of our Media Literacy lessons where we embedded videos into our Google Form itself – as this has been an upgrade since 2012.
Screencasts can also be a way for teachers to record themselves leaving feedback as they reflect on digital student work. Imagine a teacher recording a video as they score or revise a student’s paper. That student can watch the video of their own teacher editing their work for better insights into the feedback being delivered. This method will allow for much more feedback through audio rather than a teacher trying to write or type everything.
A third way that screencasts can be meaningful for students is if they themselves are creating videos. Apps like Educreations and Showme easily allow students to do this. I also encourage my teachers to use their SMART boards as a center and teach kids to create a screencast (using SMART record) to teach a concept to the class. Sometimes these videos are shared with parents, played for the whole class or shared with a small group. This is very motivation for students and allows them to practice many language skills.
These are just three of the many ways screencasts can be used in the K12 classroom. Have you tried integrating screencasts into your work? Have you had any successes you would like to share?
Ruffini, M. F. (2012). Screencasting to engage learning. EDUCAUSE Review Online. Retrieved fromhttp://er.educause.edu/articles/2012/11/screencasting-to-engage-learning