Screencasts are digital recordings of computer screens, typically containing narration. To create a screencast, one must find a program to record the computer screen, save the video, and post it. I use Jing to create my screencasts. Jing is free and easy software that can be downloaded onto any computer. When you download it, a yellow sun appears at the top of the computer screen. When you are ready to create a screencast, just click on the icon to capture a video of the actions on the computer. Jing captures both your voice narration and the computer screen. Then you can save the video on the computer or upload it to TechSmith’s website, Screencast. I prefer to save it to the TechSmith site, since all of my videos are located in one digital library. In order to share the video, you can share the link or embed it into another site. I use our schools’ desire2learn site, called eclass, to share my screencasts with my students.
The potential of screencasts for educational purposes are endless. As a teacher, I use screencasts mainly to create tutorials for my students. As a language teacher, I create lessons recapping the chapter’s grammar or culture for the students to watch if they were absent and missed instruction or if they are confused and need another explanation. Students have asked me to create screencasts for our grammar songs, so that they can practice at home. My students’ achievement has increased since I created a digital library of educational tutorials. Students are completing their homework more regularly and with more success, since they can pull up a review video if they get confused. Moreover, class time is more productive since the students’ understanding of the topics is higher. My students seem to enjoy the screencasts and are always asking for new ones. My former students, who are taking Latin in college, have told me that they still refer back to my screencasts when they need to review. Even though I use screencasts for grammar tutorials, screencasts can be used across the curriculum. Math teachers can demonstrate how to solve problems and equations. Science teachers can demonstrate labs. Music teachers can provide instruction to improve players’ mastery of a piece of music. Art teachers can demonstrate a particular technique. The possibilities are endless.
Beyond just helping students, screencasts can be used to facilitate staff development. As a member of my school’s technology instructional team, we have created many screencasts to explain various Web 2.0 tools and how to implement them in the classroom. The teachers enjoy the freedom to watch the screencasts at their convenience. Moreover, the teachers can pause, rewind, and fast-forward through the screencast as needed, which results in a greater understanding. When the teachers need help troubleshooting, we create screencasts to step them through their issues.
Screencasts can also be made by students to illustrate their mastery of the material. In all the ways that teachers can use screencasts (demonstrate science labs, solve math problems, explaining concepts, etc.) students can create screencasts in the same way. Being able to provide a clear explanation of the material illustrates to the teacher that the students have gained a strong understanding. Teachers can share these instructional screencasts created by students with the next generation of students, which would enable teachers to have a vast digital library of resources for students.
The potential of screencasts for educational purposes are endless. As a teacher, I use screencasts mainly to create tutorials for my students. As a language teacher, I create lessons recapping the chapter’s grammar or culture for the students to watch if they were absent and missed instruction or if they are confused and need another explanation. Students have asked me to create screencasts for our grammar songs, so that they can practice at home. My students’ achievement has increased since I created a digital library of educational tutorials. Students are completing their homework more regularly and with more success, since they can pull up a review video if they get confused. Moreover, class time is more productive since the students’ understanding of the topics is higher. My students seem to enjoy the screencasts and are always asking for new ones. My former students, who are taking Latin in college, have told me that they still refer back to my screencasts when they need to review. Even though I use screencasts for grammar tutorials, screencasts can be used across the curriculum. Math teachers can demonstrate how to solve problems and equations. Science teachers can demonstrate labs. Music teachers can provide instruction to improve players’ mastery of a piece of music. Art teachers can demonstrate a particular technique. The possibilities are endless.
Beyond just helping students, screencasts can be used to facilitate staff development. As a member of my school’s technology instructional team, we have created many screencasts to explain various Web 2.0 tools and how to implement them in the classroom. The teachers enjoy the freedom to watch the screencasts at their convenience. Moreover, the teachers can pause, rewind, and fast-forward through the screencast as needed, which results in a greater understanding. When the teachers need help troubleshooting, we create screencasts to step them through their issues.
Screencasts can also be made by students to illustrate their mastery of the material. In all the ways that teachers can use screencasts (demonstrate science labs, solve math problems, explaining concepts, etc.) students can create screencasts in the same way. Being able to provide a clear explanation of the material illustrates to the teacher that the students have gained a strong understanding. Teachers can share these instructional screencasts created by students with the next generation of students, which would enable teachers to have a vast digital library of resources for students.