Standard 3.2 - Managing Digital Tools & Resources
Candidates effectively manage digital tools and resources within the context of student learning experiences. (PSC 3.2/ISTE 3b)
Artifact - Screencast - Finding eBooks in the Centennial Academy Library
Reflection
Showcasing a screencast that demonstrates how to use an electronic resource is the best way for me to demonstrate how to effectively manage digital tools and resources. I created this particular screencast explaining how to access electronic books in the catalog. The screencast is useful to students and others who may be searching the catalog from home or in another part of the school building.
A significant part of my time as a media specialist is spent in facilitating use of our library catalog to support student learning. One of the challenges I face as a media specialist is the need to explain certain basic tasks regularly. Certain activities, such as searching our system’s library catalog, are explained to students in group settings for entire classes, groups of teachers, individual teachers, individual students, small groups of students, and also to parents to help them manage their child’s reading. This can sometimes become tedious and frustrating, and it can be difficult to explain the same procedure the same way to multiple groups. There is always the risk of accidentally omitting an important step. It is also important to model the practice to make it easier to understand for different learners.
In the past I have created PowerPoint presentations to explain how to search the library catalog. However, that approach usually required that I deliver instruction to explain each slide. Learning to create screencasts means that I can more efficiently give instructions in different skills, and devote more class instructional time to helping students use the materials they need. Since creating this screencast, our catalog program has been undergoing updates, so I will need to revisit the steps to ensure they are still accurate. The screencast itself could also be somewhat clearer and more visually appealing.
Creating screencasts that demonstrate common tasks impacts student learning and faculty development by ensuring that basic information is communicated consistently, and is always available to anyone at the time it is most needed. To see if the screencast is useful, I can check site data to learn the number of times it has been viewed, and compare that to how frequently I am asked to explain a task. That also will help me keep screencasts current, because a decline in the number of page views suggests a need to update the screencast. Screencasts make it possible to provide instructions in a brief, easy to follow format to help explain frequently-used tools to students, teachers, and parents. It allows the user to take control of learning just the information he needs at that time to complete his task. Although I will continue to explain how to search the catalog, now there is a “refresher” option available school-wide in case someone needs help
Showcasing a screencast that demonstrates how to use an electronic resource is the best way for me to demonstrate how to effectively manage digital tools and resources. I created this particular screencast explaining how to access electronic books in the catalog. The screencast is useful to students and others who may be searching the catalog from home or in another part of the school building.
A significant part of my time as a media specialist is spent in facilitating use of our library catalog to support student learning. One of the challenges I face as a media specialist is the need to explain certain basic tasks regularly. Certain activities, such as searching our system’s library catalog, are explained to students in group settings for entire classes, groups of teachers, individual teachers, individual students, small groups of students, and also to parents to help them manage their child’s reading. This can sometimes become tedious and frustrating, and it can be difficult to explain the same procedure the same way to multiple groups. There is always the risk of accidentally omitting an important step. It is also important to model the practice to make it easier to understand for different learners.
In the past I have created PowerPoint presentations to explain how to search the library catalog. However, that approach usually required that I deliver instruction to explain each slide. Learning to create screencasts means that I can more efficiently give instructions in different skills, and devote more class instructional time to helping students use the materials they need. Since creating this screencast, our catalog program has been undergoing updates, so I will need to revisit the steps to ensure they are still accurate. The screencast itself could also be somewhat clearer and more visually appealing.
Creating screencasts that demonstrate common tasks impacts student learning and faculty development by ensuring that basic information is communicated consistently, and is always available to anyone at the time it is most needed. To see if the screencast is useful, I can check site data to learn the number of times it has been viewed, and compare that to how frequently I am asked to explain a task. That also will help me keep screencasts current, because a decline in the number of page views suggests a need to update the screencast. Screencasts make it possible to provide instructions in a brief, easy to follow format to help explain frequently-used tools to students, teachers, and parents. It allows the user to take control of learning just the information he needs at that time to complete his task. Although I will continue to explain how to search the catalog, now there is a “refresher” option available school-wide in case someone needs help