Technology Integration Form SCREENCASTING

GENERAL INFORMATION
Selected Technology/Resource Name: Age/Grade Level: Technology/Resource Type: (all)
Screencast-O-Matic 7th plus Application Software Device Website
Source: (Web address, company name, etc.)
https://sites.google.com/a/asu.edu/educational-technology-tools/screencast-o-matic
https://screencast-o-matic.com/home

Associated Learning Standard(s): The resource may be generally applicable, if so, simply state that. List any ISTE-S standards
that seem to naturally align with the selected resource.

Content Standards:
Can be used with any content learning standard in a presentation format.

ISTE Standards:
1.c. Use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of
ways.
1.d. Understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot
current technologies and are able to transfer their knowledge to explore emerging technologies.
2.b. Engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using
networked devices.
3.c. Curate information from digital resources using a variety of tools and methods to create collections of artifacts that
demonstrate meaningful connections or conclusions.
I also considered ISTE Global Collaborator standards, but those would be dependent on the equipment available for student use.

History/Social Studies Anchor Standard:

68.RH.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and
digital texts.

RESOURCE DESCRIPTION
Give a brief description of the technology/resource. Screencast-O-Matic allows an instructor to create presentations that can be
shown to a whole class at once or set up in series to allow students to progress at their own rate. You essentially record your
presentation and then publish it for use by the students or have it play automatically for the whole class. I like the individual
student use method: I.e. imbed a link to it in Canvas as an example, and then you could set up a series of events in Canvas for
students to complete at their own pace. One student with a question does not halt a whole class presentation. If through
independent student work you get a series of the same question you have the option to stop the class and clarify a point.

INTEGRATION/IMPLEMENTATION IDEA - SCREENCASTING

How might you use this resource to promote student learning? Describe who will be doing the screencasting you or your
students, and what purpose it will serve. This technology can be used by teachers and students, with the right equipment, i.e.
mics. I believe this technology would be especially useful in a setting where students are performing a series of tasks and they
may not all work at the same pace. I like the fact that it lets each student work at their own pace when completing an in-class
activity that involves a presentation by the teacher of some sort or the teacher is relaying information to the class for their action.
Also, the resource can be available for those students to complete after class and as homework or make-up work in the event of
an absence. Additionally, and more importantly, the instructor is free to move about the class and interact with students on an as
needed basis. Students can also take notes at their desired pace and there is no pressure to have the whole class complete a
portion of a task before moving onto the next item on the days agenda. As an example for one class period: the first part is a 15-
20 minute presentation on the Dred Scott Decision that also involves students using an organized handout/outline to take notes.
Then the student types out a paragraph summarizing key events that they annotated in their notes and they can also go back and
review the presentation as needed as it is still available to them for use. Finally, they can watch student news (CNN10) and also
complete a key word bubble sheet of significant names and places in the news cast. The use of a presentation that the student
controls and a handout that outlines expectations also aligns with differentiation as it allows students to work within their
comfort timeframe, and more time is allowed if needed. A form of assessment can be a collaborative effort by the students
creating their own Screen-O-Matic presentation on the materials presented.
 Value-Added Rating Scale

3 2 1

The integration idea described: The integration idea described: The integration idea described:

aligns to content standards aligns to content standards aligns to content standards

transforms a lesson in a way that would enhances a lesson; likely to serves as a nice supplement to a lesson
be impossible or very difficult without it; increase student engagement and but wouldnt necessarily play a critical
very likely to increase student engagement support mastery of the concept(s) role within the lesson
and contribute to mastery of the
will most likely be used by the will most likely be used by the teacher
concept(s)
students directly during a lesson (e.g., a demonstration)
optimal in a student-centered
environment where students are active
and engaged in learning content

VALUE-ADDED EXPLANATION
Given the information above, how would the technology integration you described, using the selected resource? (On
the Value-Added Rating Scale above)
Explain your rating based on the indicators on the rubric.

I believe Screencast-O-Matic aligns with any content standard because you are building your presentation around the desired
standard. I would give it a solid 2 in the area of lesson enhancement because it uses technology and I am seeing this as a must
have for student engagement. It does not transform the lesson, but does enhance it. The student is actively engaged in
completing the series and not just stuck listening to a stop and start presentation being given to a class. This carries into my next
answer in that I give it a 3 for optimal student-centered environment because the whole process revolves around the students
active engagement with the materials and the student is not passive in the process.

To re-iterate an earlier point: Depending on equipment and materials available this could easily be changed to a fully student
centered environment where the student is also creating the content as a part of the process. I.e. student makes their own
Screen-O-Matic presentation to demonstrate mastery of the materials covered (3 across the board). This can also be
completed collaboratively.

My overall score would be a 2.5-2.75 for teacher-student combined use. Definitely 3 overall if student centered creations are
used in the process.

This template has been adapted from the following resources:

Christie, A., (2007). Dr. Alice Christies 6C Model for Evaluating Apps. Retrieved from
http://www.kathyschrock.net/uploads/3/9/2/2/392267/evalipad_content.pdf
ISTE, (2012). iste.netss Advancing Digital Age Learning. Retrieved from
http://www.iste.org/docs/pdfs/nets-s-standards.pdf?sfvrsn=2.
LearnZillion, Inc. (July 2014). TeachFest Guide | Mathematics. Retrieved from http://ctcorestandards.org/wp-
content/uploads/2014/08/Math_TeachFest_SA_Guidebook.pdf.
Schrock, K., (2011-14). Critical Evaluation of a Content-Based IPAD/IPOD APP. Retrieved from
http://alicechristie.org/6C/6C.pdf.