Category Archives: YouTube

Screencasting in the Classroom: Using Video for School Based PD with Staff and Students

Community Engagement Project

For the final project in EDTC 6104 – Digital Learning Environments I’m reflecting on my Community Engagement Project. Using screencasting in the classroom for instruction with students or PD with staff members. I attempted to identify a learning need for a community of educators and design a workshop and presentation to distribute the content through a presentation at a local conference. I initially had a difficult time thinking of an area where I was comfortable and capable of providing PD or exposure to a specific topic for a group of K-12 educators. Eventually I settled on the topic of screencasting. I decided to apply to present this project at a local technology conference, NCCE. When I was thinking about the length I knew it would be between 30 and 60 minutes based on the topic and what I had to say luckily the conference application helped, since there was a choice for a 50 minute spot or a 2 hour spot. I went for 50 minutes.

Engaged and Active Learning

A focus of our class was active and engaged learning in a digital environment. It was a challenge to incorporate into PD especially since I am used to sit-and-get style of PD. I have done a lot of thinking and reflecting on how to adapt and update PD to a more engaging style, but putting it into practice has proved to be difficult. One way I’ve attempted to engage learners is to provide freedom, and that is a great draw of video, you make videos that fit the purpose according what is needed in your class or by your staff. I hope participants will be engaged because they are able to apply this learning to their individual classrooms and plan videos for their students or staff. Another idea was to incorporate flipped learning content into the session. I decided that trying to get participants to record their own screencast before coming to the PD would hopefully help spark an interest and facilitate buy-in from participants. I also decided to try to gather the recorded videos together along with a description to create a library of screencast and video resources that would hopefully benefit teachers for use in their classrooms or job. To get participants involved in the session I attempted to have them script and record a screencast toward the end of our time. In planning for this, I have some concerns because I’ve heard conference wifi can be unreliable at times and video of course requires more bandwidth.

I really hope that the idea of a library of screencast videos would serve as a springboard for teachers recording more videos, or using videos linked through this Google site in their own classrooms. I will be interested to get feedback and track the use over time through some sort of analytics. As I was thinking about adding one more website to teachers taxed brains, I became concerned that mine would not stand out. I don’t have any answers, and I realized I have no way to remind anyone that it exists. I’m hoping that if my training is valuable and the videos recorded by others are shared this will become a valuable site for the teachers that visit. Who knows, maybe it can be used by my school district in some way. Right now, as you can see below it is just beginning as a basic Google site with four different pages focused on gathering and sharing screencast videos and my presentation.

The main page from the screencast collective website.

Content Knowledge Needs

During this quarter we focused on the ISTE Coaching Standards, and specifically standard 3. We covered the standard extensively and because of the time we put in reflecting and applying standard 3, I felt that my project meets many of the indicators for standard 3. I had difficulty explaiThis is the draft website showing my presentation resources. ning other content knowledge standards that are me by using screencasting for student learning and staff PD because the application is so broad. However, I can reflect on how I have used screencasts and instructional videos in my classroom in the past and share the content knowledge I have incorporated and what standards those videos could address for students or staff. I was looking back at some of my instructional videos tied to 4th grade math standards and I found that instructional videos for two chapters on fractions covered nearly all of the common core state standards for fractions for 4th grade. Instructional videso do differ from screencasts in my experience in recording however, and I have not yet made such a clear connection to standards in my own screencasts. I find that I often use screencasts to allow for more time to focus on standards within a lesson or in class because they help explain how to use a tool or how to navigate within a tool that will be used often in class.

Teachers Needs

One benefit of choosing to focus on screencasting and video is that it can be used for a variety of purposes. The skill of recording screencasts can be focused on student needs or the needs of teachers. I was able to record videos that I used for both purposes which I felt could be beneficial to share with other teachers. Teacher needs are vast, and we are stretched in many different directions. Recording a video can be one way to alleviate some of the pressures felt by teachers because it allows some basic needs and directions to be explained outside of the instructional block, or frees the teacher to focus attention on complex standards or deeper thinking.

The shared screencasts page from the screencast collective website.

Collaborative Participation

In past classes and in our class on on Digital Learning Environments we’ve been studying about engagement and professional development and best practices around engagement. So, naturally I want to make the professional development I’m providing as engaging as possible to those in attendance. From past investigations I should know how to do that but I found that knowledge very difficult to put into practice! I found that there were outside factors that limited my ability to provide the type of collaborative participation I wanted. Our class often discussed the constraints of the wireless network at large conferences, so when leading a PD session that is focused on videos posted online, naturally audience participation in the form of making their own videos is limited. Honestly, because of those limits I find myself more understanding of the typical forms of PD we experience as teachers. That being said, I don’t want my desire for transformation of PD to end here. I hope that in my upcoming classes and in my new job this year I will be able to continue working to transform the type of PD teachers experience. It is great to hear about things that are working across the country from our readings, as well as reading and hearing from classmates about their experiences in providing meaningful and differentiated PD opportunities. I still have a lot left to learn, in fact I’ll never be finished learning as all teachers know, but I feel that I’m on a great path that will hopefully benefit others along the way.


Building Technology Infrastructure for Learning. (2017, June). U.S. Department of Education. Retrieved from

Module 1 EDTC 6103 Video Integration into Google Classroom

During the Spring quarter in the Digital Education Leadership M.Ed. program at SPU we are investigating the ISTE Standards for Teachers. Our first module asked us to reflect on and investigate ISTE Standard 1. The standard led to the question; how can teachers use their knowledge of content, teaching, learning and technology to advance student learning, creativity and innovation in face-to-face and virtual environments? This question connected with a topic related to one of my posts from last quarter.

I thought it would be fitting to investigate how a teacher can use their knowledge of subject matter and technology to facilitate student learning using Google Classroom through video or screencasting.

Again I’m thinking about how well chosen video can aid instruction, provide direction even encourage reflection by students. In addition to video, I wonder if screencasts done by a teacher would lead to some of the same outcomes?  Finally I wonder how a teacher’s use of technology might lead a student to reflect on their learning using the same technology, or through commenting on a video? Can student learning be advanced through these methods?

From my research it is easy to find advice on what tools to use to make screencasts or videos, or statements that say that instructional time is increased but data on student learning is harder to find. The idea that in a 1:1 classroom teachers could save instructional time by having students watch screencasts or instructional videos at home or at another time in order to avoid explaining procedures and directions does make sense to me based on my experience in an elementary classroom. However, it might take even more planning in a school without 1:1 devices. I don’t work in a 1:1 school, however through BYOD and computer or iPad carts it could be possible to move our 3:1 ratio up to 1:1 on certain days or at certain times.

These are my notes from module 1

So how does using a screencast or video in Google Classroom relate to instruction? One piece of advice that is often repeated by an instructional coach at my school is that the lesson is just an invitation. That is good advice, it is always good to remember more teacher talk does not necessarily lead to increased learning. With that in mind I think that using a screencast or a short video to give instructions or possibly a series of directions could in fact benefit a student’s understanding. Even creating a lesson recap, which I will talk about a bit later, would support the idea that students don’t have to be with me at all times in a lesson to further their conceptual understanding of concepts. Suppose an ELL is able to go back to and replay directions as needed? Wouldn’t that give them additional time and chances to process the language which might lead to an increased understanding? Obviously other scaffolds are needed, but repeated exposure is a start.

More reading notes

Related to my use of Google Classroom, I am specifically interested in cataloging video within the stream. I have begun using classroom in one subject area in my day in an intermediate elementary classroom, but I’m finding that the stream is becoming difficult to navigate for students. I came across a post by Alice Keeler that might help to solve my problem. In her blog post she suggests creating an additional class to use purely as a video resource. The class can be called a video library so that students know exactly what they will find in that stream. There she suggests posting videos for instructions that are about 30 seconds in length and linking them to assignments in the other class. 30 seconds! That seems tough, but it makes sense because she adds, even in a 1 minute video it can be tough to find that one spot. If I’m talking about ELL students again how much more difficult would understanding become for them within a longer video. She also suggests creating a playlist of videos to explain a larger concept, or a set of directions with each video being under a minute long. A couple takeaways for me are to create shorter videos for instructions but also to create shorter videos to explain content. Another related support for navigating the classroom stream is the ctrl + f function. In trying to find a way to search the stream I found that there is not really a way to do that yet apart from ctrl + f. This is a topic that could be taught to students and recorded in a screencast to help them navigate more efficiently. The Google product forums are a great place to look for advice related to the use of Google Classroom.

Another idea for using video or screencasts to introduce new concepts or recap previous lessons. This approach can help you flip your classroom which allows for an increased amount of rigorous or collaborative work to be accomplished during class (Fiorentino & Orfanidis, 2017). I think of teachers in my school who are asking students to complete complicated multi-step projects over an extended period of time, similar to what we read about during this module challenge based learning (CBL), project based learning (PBL) or design thinking processes, they could begin to integrate Google Classroom as a way to post directions through video, text or screencast to allow students to focus on difficult or collaborative tasks while at school, instead of taking time to read or listen to directions. Directions could even be shared in advance and watched for homework.

In my school I think that many teachers are inspiring student creativity in many different ways. I’ve seen teachers engaging students in a poetry unit that culminates with a poetry slam where students present their own original poems to a wide audience of parents, staff and community members. I’ve also see a unit about Greece culminate with Greek days, where students try to replicate the ancient Greek culture and engage in some of the oldest olympic events as a grade level tracking their performance and comparing results as a class. Finally I’ve seen students in my school take their learning around simple machines in science and culminate the unit by building Rube Goldberg machines using a combination of simple machines. Many of these projects would definitely fit into the CBL, PBL or design thinking processes. I wonder if any of these teachers have used these processes to complete these projects? If not, would any of those frameworks improve their projects?  Maybe some professional development focused in those three areas would allow teachers to get even more out of the amazing projects they have created. Perhaps focused integration of technology would lead to increased student learning or understanding. In the very least teaching students about how they can use video to record and improve upon their design processes would begin to use some of the 21st century skills that they will need to be successful in the workforce. It is even possible that if teachers use Google Classroom to present their projects it could increase efficiency and lead to greater outcomes for students.

Teachers can make videos or screencasts to support content instruction, minimize whole class directions, or to encourage reflection during and after instruction or throughout the process of PBL, CBL or design thinking processes. Students could also make videos or screencasts as a way to demonstrate learning, especially after a unit. These videos and screencasts will likely lead to increased understanding by students. I am still looking for definitive evidence to support the idea that reflection through technology would advance student learning but it seems like something I could investigate in my own classroom through the use of commenting within Google Classroom, or video reflection. Instruction that is implemented through Google Classroom frees up the teacher to work with struggling learners or to check in with students for an extended period of time as they explore a concept in class. Finally through media students can access the content of the classroom from anywhere at any time which would allow for more collaboration or exploration in the classroom leading to increased learning outcomes.

All of this leads me to believe that a logical course of action for my classroom is still to encourage students to find academic content on YouTube. Then I will post those videos within my Google Classroom stream that is specifically dedicated to video and link those assignments in my original classroom. Then continue to create my own content related videos or screencasts. I will also use videos and screencasts to teach students how to use the Classroom stream more efficiently and as a recap to lessons that are taught in class. Eventually I would even be interested in creating a flipped classroom if only in one subject as a starter in my elementary classroom. I see all of those concepts as supports that will aid in student understanding. Ultimately I think all of those supports will lead students to become more creative in their demonstration of learning as they see how I use video in new ways. Finally, I will encourage students to reflect through comments or through their own videos that they will in turn post in our Google Classroom stream which will lead to the collaborative construction of knowledge.


Brown, P. (2016, February 17). 7 ways to spark collaboration and imagination in your classroom [Blog post]. Retrieved from

Fiorentino, J., & Orfanidis, D. (2017, March 14). New G suite apps to boost your effectiveness. Retrieved from

Harmon, E. (2016, November 1). Searching within the classroom stream [Public]. Retrieved from!topic/google-education/pK3Y5HItlMs;context-place=topicsearchin/google-education/searching$20within$20the$20stream

International Society for Technology in Education. (n.d.). ISTE Standards for Teachers. Retrieved from

Juliani, A. (2013, January 23). 10 commandments of innovative teaching. Retrieved from

Keeler, A. (2016, August 29). Google classroom: Video playlists in a video library [Blog post]. Retrieved from

Module 5: Students as Creative Communicators and Contributors

My last blog post about the ISTE Standards for Students I had to choose to reflect on Standard 6 Creative Communicator or Standard 7 Global Collaborator. What a tough choice! Both standards are of course extremely important and given the time I would post about each, but with the time constraints and our quarter winding down ultimately I decided to focus on ISTE 6 Creative Communicator. The standard says “Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals” (ISTE, 2016). Within that standard there are four indicators. I chose to focus on indicator 6a with my research for this module. Indicator 6a says, “Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication” (ISTE, 2016).

During a part of our first quarter in Seattle Pacific University’s Digital Education Leadership program we looked at how technology could overwhelm in place of informing teachers and students alike if it was not used mindfully, purposefully and with clear expectations and learning targets. Even in my elementary classroom students use technology almost constantly throughout the day, much like I do, whether at home or at school. With that in mind I thought that a first step for my post this module was to get an idea of what resources or tools my elementary students actually know how to use. They all use YouTube as you can see in my survey summary picture.

Some technology tools my students use at home

That didn’t surprise me based on conversations I’ve had with my class this year and in past years. YouTube seems to be prolific among elementary students. However, when I followed up with a question about whether or not students post online, I found that a relative few post content often.


How often students post online.

So I moved on to the next part of my question. How can students use those tools to meet desired learning goals? Next, I looked for ideas of how other teachers have integrated technology into their classrooms. Since students are familiar with YouTube at home it is important to teach them how to use that resource in the classroom. I found many great articles, one from Edutopia that specifically dealt with YouTube in the classroom.

I don’t know that my students even equate YouTube as being a place where they can gain academic knowledge, so I’d like to show them that is possible. I found a couple great suggestions for doing that in the post “Harnessing the Power of YouTube in the Classroom” by Monica Burns. In her blog post Burns suggests two great ideas for teachers who are looking to get the most out of YouTube with students. First she suggests searching within YouTube channels, like Kahn Academy or other favorites. Second, she suggests using the advanced search option when you are looking for channels based on certain keywords, (2016). Those are two first steps that could be taught to my 4th grade students, which will enable them to get more out of YouTube at school. After they see the academic uses for YouTube, I anticipate that they will want to contribute based on their own learning. Moving students from consumers of media to producers of media is my goal with a focus on teaching them to become critical consumers of media is likely a part of this process.

Getting back to ISTE 6, I think that many students would in fact choose to use YouTube to express themselves in ways related to learning goals given the chance. I also can clearly see that my students are fairly diverse in their use of technology tools aside from YouTube. The reason I asked what tools they already use, was so that integrating those tools into the learning process would be fairly simple for them. However, I also see based on the survey results that there is room for me to expose my classroom to a variety of other learning tools, like screencasting, podcast making, blogging, or Edmodo, so that they can demonstrate their ability to create or communicate in a digital environment. That gives me someplace to go after exposing students to ISTE 6 and getting them familiar with the Creative Communicator standard.

In my investigation of ISTE 6 I’ve returned to some fundamental ideas that I think are important to my integration of technology in the classroom. Choice is good. I gave my students a survey so begin to see what they are familiar with, but it is nearly impossible to expose them to all of the possible resources in that way. Instead through careful planning I want to integrate a wider variety of tools in my teaching and make the connections to how those tools or platforms satisfy learning goals extremely clear to students. I tend to pigeonhole myself with technology tools in the classroom. Often I use what am I comfortable with or what do I always use out of habit. Perhaps my students do the same? Careful planning can help all of us. Mindful integration is also necessary, I am aiming to transform learning and turn it back to students, not just recreate standard practice digitally (Holland, 2017). At the elementary level I think it is important to continue to remind students that they can demonstrate their learning in a variety of ways whether that is though a standard blog, a video blog, or even a slide show. I think the video below by artandentertainment (2012) shows one way that students can incorporate YouTube into their learning goals.


Artandentertainment. (2012, March 9). Audri’s monster trap. [Video File]. Retrieved from

Burns, M. (2016, May 03). Harnessing the power of youtube in the classroom [Blog post]. Retrieved from

Holland, B. (2017, February 22). Are we innovating, or just digitizing traditional teaching [Blog post]? Retrieved from

International Society for Technology in Education. (2016). The 2016 ISTE standards for students. (Standard 6 creative communicator). Retrieved from