Screencasting: What Do I Do With This?

Screencasting did not prove to be any more technically difficult than podcasting.  As with podcasting, planning made the difference.  I spent some time familiarizing myself with the site with which I was going to work.  I made notes of talking points.  I wrote my script and thought I was ready.  Managing all the pieces was difficult for me.  I was reading from my script, manipulating the screen all while concentrating on peaking clearly and fluently.  I became flustered and needed to start over many times.  Other than that, screencasting was not difficult to produce.

What I consider difficult is finding a way to incorporate this teaching tool into a 6-12 English classroom.  Screencasting is a wonderful visual aide, but again, the question is how to use it in my classroom.  For what type of project would a high school sophomore use a screencast in an English classroom?  I suppose, I could create an assignment similar to that which I have been asked to complete.  If students read a work they could then be asked to create a wiki page containing various literary criticisms about the work.  Students could then guide viewers through the different schools of thought before presenting their own theories.

As with the podcasting, many skills are used to produce the final product.  Research skills are used as I made myself familiar with the site I had chosen to talk about.  Planning and organizational skills were employed as I prepared to record.  Computer skills were used as I moved around the site.  Finally, oral communication skills were used as I spoke.  When I look at this particular assignment this way, I realize that it is less about using the computer and more about transferring information.

Perhaps screencasting could be the new and improved book report or oral

report.  Other than that, at this point, I cannot think of other ways to use

screencasting in an English classroom.  I am sure this could be a very useful

tool in a math, science, or computer class which I believe rely a bit more

on visuals for instruction;  although I could be entirely wrong. 

I am happy to have some knowledge of this tool, although I cannot immediately think of a way to incorporate it into the classroom.  I like having this tool in my back pocket.  I realize that every class will be different due to the mix of kids.  I might have difficulty inspiring a group of children, and maybe if I pull this out, it will excite children to learn.  At first, they may be excited about producing and end up learning the content.