When watching video for fun it is sometimes entertaining to read the comments which usually have little to do with the topic of the video. As I scrolled through channels in YouTube for iPad, in occurred to me that anybody can be famous on YouTube, but some of them shouldn't be! Personally, I like to watch old Muppet show videos. "Beaker and Bunsen" always make me laugh out loud when I need a pick-me-up.
At my school we often use video for comparison or to introduce topics. For longer instructional video we usually use GPB's United Streaming from the Discovery Network. One reason for using United Streaming it that there are also often lesson plans, pre- and posttests, and blackline masters for students. As school administrator I make sure our passwords are current and help with technical problems. I have recently been introduced to something called iBoss - it's actually the filter for video content in our district network security system to allow video search that is supposedly kid-safe. I don't think students realize it's a search engine filter for video; they think it's a website with kid-safe video. That makes me feel somewhat uncomfortable. Another thing that concerns me with sharing YouTube video is copyright. I notice that most YouTube video has a standard YouTube license under Creative Commons, although I have occasionally stumbled upon blocked video bearing the message, "access to this content is restricted." Most individuals seem to post video with the intent of sharing, hoping to "going viral," so they all say “share this video.” When uploading a video, you have to confirm that you are the owner and are not violating any laws, but there are also lots of video clips of old TV shows making the rounds, which makes me wonder about their licensing. YouTube sometimes makes me think of the adage, "You can't put the toothpaste back in the tube." Once video is out there it's never going away, unless the site where it's hosted shuts down.
My Spanish and Fine Arts teachers use YouTube videos. There are lots of great instructional videos (and some pretty bad ones as well) for dance and using instruments. I've even been using it this year to relearn how to play the bass clarinet. Another use, as we enter the Science Fair season, is for ideas about science experiments. I searched on "science experiments to do at home” and got an explosion of suggestions.
TeacherTube is a great source for professional development and for fun instructional videos created by teachers, for teachers. But, it’s not just video – there are photos, documents, presentations, audio files, and an official informative blog, which users are encouraged to “share and enjoy.” I did notice, however, that TeacherTube videos won't play on my iPad. One way to use these sites is to have students write, direct and produce their own videos demonstrating their knowledge, and I can upload the video and share it with parents. Allowing students to use some video sources for research and school work can also supplement other teaching materials, making information more accessible and reinforcing concepts for struggling readers and ELLs. However, I encourage teachers to give students a graphic organizer so they're looking for specific information while they watch the video. I also like to use closed-captioning and printed transcripts whenever possible. This strategy can also support podcasts, having a similar effect as reading text aloud.
Our family business sells mold-making materials (rubber and plastic) used for creating special effects props, and we also teach monthly workshops to help artists and hobbyists create their own projects. Our supplier has created wonderfully clear instructional videos for the same purpose. Although both are useful, you can't ask the video questions as they come up. YouTube and TeacherTube are like that. They introduce and reinforce, but are no substitute for a live teacher.
At my school we often use video for comparison or to introduce topics. For longer instructional video we usually use GPB's United Streaming from the Discovery Network. One reason for using United Streaming it that there are also often lesson plans, pre- and posttests, and blackline masters for students. As school administrator I make sure our passwords are current and help with technical problems. I have recently been introduced to something called iBoss - it's actually the filter for video content in our district network security system to allow video search that is supposedly kid-safe. I don't think students realize it's a search engine filter for video; they think it's a website with kid-safe video. That makes me feel somewhat uncomfortable. Another thing that concerns me with sharing YouTube video is copyright. I notice that most YouTube video has a standard YouTube license under Creative Commons, although I have occasionally stumbled upon blocked video bearing the message, "access to this content is restricted." Most individuals seem to post video with the intent of sharing, hoping to "going viral," so they all say “share this video.” When uploading a video, you have to confirm that you are the owner and are not violating any laws, but there are also lots of video clips of old TV shows making the rounds, which makes me wonder about their licensing. YouTube sometimes makes me think of the adage, "You can't put the toothpaste back in the tube." Once video is out there it's never going away, unless the site where it's hosted shuts down.
My Spanish and Fine Arts teachers use YouTube videos. There are lots of great instructional videos (and some pretty bad ones as well) for dance and using instruments. I've even been using it this year to relearn how to play the bass clarinet. Another use, as we enter the Science Fair season, is for ideas about science experiments. I searched on "science experiments to do at home” and got an explosion of suggestions.
TeacherTube is a great source for professional development and for fun instructional videos created by teachers, for teachers. But, it’s not just video – there are photos, documents, presentations, audio files, and an official informative blog, which users are encouraged to “share and enjoy.” I did notice, however, that TeacherTube videos won't play on my iPad. One way to use these sites is to have students write, direct and produce their own videos demonstrating their knowledge, and I can upload the video and share it with parents. Allowing students to use some video sources for research and school work can also supplement other teaching materials, making information more accessible and reinforcing concepts for struggling readers and ELLs. However, I encourage teachers to give students a graphic organizer so they're looking for specific information while they watch the video. I also like to use closed-captioning and printed transcripts whenever possible. This strategy can also support podcasts, having a similar effect as reading text aloud.
Our family business sells mold-making materials (rubber and plastic) used for creating special effects props, and we also teach monthly workshops to help artists and hobbyists create their own projects. Our supplier has created wonderfully clear instructional videos for the same purpose. Although both are useful, you can't ask the video questions as they come up. YouTube and TeacherTube are like that. They introduce and reinforce, but are no substitute for a live teacher.