3.5 Basic Troubleshooting
Candidates troubleshoot basic software and hardware problems common in digital learning environments. (PSC 3.5/ISTE 3e)
Artifact: YouTube Playlist
Reflection:
I am providing this artifact on screencasting as evidence for standard 3.5 which show my ability to troubleshoot software and hardware problems common in digital learning environments. I created a video tutorial on how to create a playlist within YouTube. Creating this tutorial required me to use a desktop computer, headphones, and the Screencast-O-Matic software, and finally, embedding the product in YouTube.
Our school system installed SMARTBoards in all classrooms from pre-k through high school. Many pre-k and kindergarten teachers use them in the morning for large group music time. Many times as I walked through the halls I witnessed teachers running to their computers to type in the name of the next song they wanted to play. It occurred to me that I could create a tutorial on how to make a YouTube play list, put it on the school server and that would allow teachers to view it on their own time. This was my first time using Screencast-O-Matic and I actually enjoyed screen-casting because it is about creating a demonstration without having to appear in it. I created the screencast rather quickly and easily using Screencast-O-Matic and then embedded into YouTube. The tutorial consisted of step by step directions on how to create a playlist within YouTube.
In the future when I create another tutorial I will use teleprompter software to help keep the dialogue flowing smoothly. I will also keep my hand off the mouse as there are a few places where it is moving erratically on the screen.
Additionally, I thought of many different ways this tool could be used. Screen-casting with students could be very beneficial. I could photograph a group of students building a block project and using screen-casting have them narrate their building in math terms. For instance, could they tell their audience the number and type of blocks they used, name the shapes and differentiate if they are two or three dimensional. Additionally, I could use this same screen-cast as the students’ assessment and I believe it would be an authentic assessment. Additionally, students could create art work such as dioramas or another three dimension collage piece, upload a photo of it, and again explain how they created it using screencasting. I think students listening to other students would be very powerful. As we take evidence in kindergarten with photos, samples and anecdotal notes I believe Screencast-O-Matic would be a wonderful tool to gather evidence.
I placed the tutorial on our school’s server and through email informed teachers how to access it. This proved to be beneficial to the staff and many thanked me for making their use of YouTube a little more organized. This had a positive impact on the staff and students as the wait time in using YouTube has been reduced.
I am providing this artifact on screencasting as evidence for standard 3.5 which show my ability to troubleshoot software and hardware problems common in digital learning environments. I created a video tutorial on how to create a playlist within YouTube. Creating this tutorial required me to use a desktop computer, headphones, and the Screencast-O-Matic software, and finally, embedding the product in YouTube.
Our school system installed SMARTBoards in all classrooms from pre-k through high school. Many pre-k and kindergarten teachers use them in the morning for large group music time. Many times as I walked through the halls I witnessed teachers running to their computers to type in the name of the next song they wanted to play. It occurred to me that I could create a tutorial on how to make a YouTube play list, put it on the school server and that would allow teachers to view it on their own time. This was my first time using Screencast-O-Matic and I actually enjoyed screen-casting because it is about creating a demonstration without having to appear in it. I created the screencast rather quickly and easily using Screencast-O-Matic and then embedded into YouTube. The tutorial consisted of step by step directions on how to create a playlist within YouTube.
In the future when I create another tutorial I will use teleprompter software to help keep the dialogue flowing smoothly. I will also keep my hand off the mouse as there are a few places where it is moving erratically on the screen.
Additionally, I thought of many different ways this tool could be used. Screen-casting with students could be very beneficial. I could photograph a group of students building a block project and using screen-casting have them narrate their building in math terms. For instance, could they tell their audience the number and type of blocks they used, name the shapes and differentiate if they are two or three dimensional. Additionally, I could use this same screen-cast as the students’ assessment and I believe it would be an authentic assessment. Additionally, students could create art work such as dioramas or another three dimension collage piece, upload a photo of it, and again explain how they created it using screencasting. I think students listening to other students would be very powerful. As we take evidence in kindergarten with photos, samples and anecdotal notes I believe Screencast-O-Matic would be a wonderful tool to gather evidence.
I placed the tutorial on our school’s server and through email informed teachers how to access it. This proved to be beneficial to the staff and many thanked me for making their use of YouTube a little more organized. This had a positive impact on the staff and students as the wait time in using YouTube has been reduced.