Screencasting with

Screencast-o-matic
CELLab Professional Development
SU 2016
 Have a purposeful use for the
technology
Pedagogy first:
Technology Find a tool to support your teaching
Tips goals, not the other way around
Avoid using technology as an add-
on—use it for enhancement and
transformation of your lessons!
 In our classes = growing number of
digital natives who easily to adapt to
TESOL new technologies as they immerge
Technology
educational technology use in the
Standards future:
Alignment trend towards increasingly easier
technology paired with increasing numbers
of digital natives
 Standards for Teachers
Goal 1: Language teachers acquire and maintain foundational
knowledge and skills in technology for professional purposes
 S2: Language teachers demonstrate an understanding of a wide range
of technology supports for language learning and options for using them
in a given setting
TESOL  S3: Language teachers actively strive to expand their skill and
knowledge base to evaluate, adopt, and adapt emerging technologies
Technology throughout their careers

Standards Standards for Students

Goal 3: Language learners effectively use and critically evaluate
Alignment technology-based tools as aids in the development of their language
learning competence as part of formal instruction and further learning
 S2: Language learners appropriately use and evaluate available
technology-based language skill-building tools
 S5: Language learners recognize the value of technology to support
autonomy, lifelong learning, creativity, metacognition, collaboration,
personal pursuits, and productivity

TESOL Technology Standards Framework

  Screencasts enable teachers to create a digital
recording of any instructional activity
performed on a computer screen, and they can
What is a be used as learning resources, learning tasks,
screencast? and learning support.
 A screencast can provide learners a student-
centered and engaging learning experience in
both distance and traditional learning settings
  Instructors can use screencasts to deliver
course content that they can’t/don't want to
cover during class.
 You can use screencast to deliver remedial
content.
Benefits  Screencasts allow students to access the
content on demand (any location, any time)
 Screencasts can benefit NNES (they can watch
the screencast multiple times, or you can even
include captions with your screencast)

(Morton 2014)
 Screencast-o-matic
 Free accounts: 15 min recordings, screen and
webcam recording, YouTube publishing, save as
video file
 web hosted
Tool Overview  no download required
 Create an account to save videos without
downloading them
 Pro account features: longer recordings,
record computer audio, edit tools, draw and
zoom, etc.
 1. Keep your video short (5-8 minutes)
2. Talk in a conversational, yet professional
manner.
3. Do not worry about making mistakes. You
Best Practices can keep rerecording over and over again
for Video until you get it right.
Creation 4. Use diverse materials for your recordings —
PowerPoint presentation, pictures,
flowcharts, Microsoft Word documents or
even another video.
5. Keep it simple!
(Ho 2013)
 Task
 Find your favorite web resource for Ss (website,
web tool, etc.)
 Record a brief tutorial about what can be found
on the site and how it can be used to improve
Practice language skills
 Save video and upload it to your Screencast-o-
Matic account
 Post the link to your video in shared document
located in Canvas
 Suggested activities include:
rehearsal and peer review of speaking
tasks
Student-as-teacher tutorials
Suggestions tutorial session
for Use
providing directions for homework and
activities
grammar editing
pronunciation (with peer review and
analysis)
 1. How do you envision using
Screencast-o-Matic with your
classes?
Discussion 2. Can you envision any challenges
with using this tool with your
students?
What are some potential solutions to
challenges?
 1. Screencasts (University of Waterloo)
2. Seven Steps to Creating Screencast Videos for
Online Learning
3. Talking with Students through Screencasting:
Experimentations with Video Feedback to Improve
Student Learning
For Further
4. Show Me! Enhanced Feedback through
Reading Screencasting Technology
5. Examining the Anatomy of a Screencast: Uncovering
Common Elements and Instructional Strategies
6. Why screencasting? The benefits of interactive
online tutorials
7. Screencasting to Engage Learning
 1. Gary B. Shelly, Glenda A. Gunter, and Randolph E. Gunter,
Teachers Discovering Computers: Integrating Technology in a
Connected World, 7th Edition (Boston, MA: Course Technology,
2012).
2. Stuart Garner, "The Use of Screencasting and Audio to Support
Student Learning," Proceedings of World Conference on
Educational Multimedia, Hypermedia and Telecommunications,
J. Luca and E. Weippl (eds.) (Chesapeake, VA: AACE, 2008):
4693–4698.
Resources 3. Richard E. Mayer, Multimedia Learning (New York: Cambridge
University Press, 2001).
4. Katherine Pang, "Video-Driven Multimedia, Web-Based Training
in the Corporate Sector: Pedagogical Equivalence and
Component Effectiveness," The International Review of
Research in Open and Distance Learning 10, no. 3 (2009); and
Tomoko Traphagan, John V. Kucsera, and Kyoko Kishi, "Impact
of Class Lecture Webcasting on Attendance and Learning,"
Educational Technology Research & Development 58, no. 1
(February 2010): 19–37.
 5. Ho, Y. (2013, March 15). Seven Steps to Creating Screencast
Videos for Online Learning. Retrieved July 11, 2016, from
http://www.facultyfocus.com/articles/teaching-with-
technology-articles/seven-steps-to-creating-screencast-videos-
for-online-learning/
Resources 6. Morton, M. (2014). Screencasts. Retrieved July 12, 2016, from
https://uwaterloo.ca/centre-for-teaching-excellence/teaching-
resources/teaching-tips/educational-
technologies/all/screencasts