Incorporating videos into the classroom using screen capture is an easy way to enhance activities, and allow the teacher to move around the classroom while other students are watching the lesson (Dunbar, 2014). After reading the articles its apparent how rapidly technology is changing. Very few teachers are using the software that Dunbar suggested, and have moved to online options such as screencast-omatic. These online resources are free, easy to use, and lack issues. Every teacher at our campus has a video connected to their computer and can use any free online resource to insert audio and video into their classroom. The videos can be uploaded to the website or directly into YouTube to save space on the district's computers. In addition, when teachers are producing their own content through screen capture there is audio created will less likely violate any copyright infringements. Teachers can spend the time necessary to make a video without the concern or if their source is allowable laws.
Aside from providing video lessons, teachers can use screen capture to provide feedback. Providing students with timely, and accurate constructive feedback is an important part of teaching (Hennessy & Forrester, 2014). When students receive feedback through audio or video methods the feedback is easier to understand and apply. When teachers can move from just providing text feedback to an explanation through audio, students have increased clarity on the teacher’s feedback. In addition, when students received feedback through a video instead of in person, the students felt much more comfortable receiving the feedback, which made it easier for students to accept the feedback. Face to face conferencing is time-consuming and often not possible for the professor to conduct because of their workload (Silva, 2012). Since face to face conferencing is such an unlikely option, video or audio feedback is an ideal replacement.
It is certainly an interesting and exciting time to be an educator being provided with opportunities to use the new technology. I really enjoy the idea of using screen capture to provide feedback, however as the article suggests with my current workload it is unrealistic. I have around 150 students and often I provide face to face feedback to the students within their class. I do think some students enjoy getting immediate feedback, while others would prefer to receive the feedback through a video, for them to replay or an easier option to accept the suggestions (Khan, 2011). Students can also view videos in their own time, at their own pace, without any concern for embarrassment. Within our district, most of the teachers use screencast-omatic or a similar online tool. We aren’t supposed to download any software, so this is an easy alternative for teachers to get started immediately instead of waiting for a technology specialist to install anything. These online tools also provide teachers with options as to capturing a whole screen or including themselves or both. This option is not available for all video software tools.
Dunbar, L. (2014). Video screen capture basics. National Association for Music Education, Vol. 28(1) 36-39.
Hennessy, C. & Forrester, G. (2014). Developing a framework for effective audio feedback: a case study. Assessment & Evaluation in Higher Education, Vol. 39, No.7, 777-789.
Khan, S. (2011, March). Let's use video to reinvent education. Retrieved from TedTalk: https://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education?language=en#t-149503
Silva, M. (2012). Camtasia in the classroom: Student attitudes and preferences for video commentary or Microsoft word comments during the revision process. SciVerse ScienceDirect, 1-22.