The purpose of this Action Research study will be to discover the effectiveness of using screencasts for teachers in regards to professional development. At this stage in the research, the effectiveness will be generally defined using questionnaires and interviews for teachers who have first hand experience with custom made screencasts. Interviews will also be conducted to ascertain predisposed bias and any reduction of held bias after using the screencast.Research Rationale
I have taught grades first through fourth in the seven years of being a teacher. My new role as an Instructional Technology Teacher has me reflecting on the point of view I adopted regarding professional development. In 2005, we were issued a laptop to input grades to an online database. As the years progressed, new steps were taken to embed technology into the classroom. The predominant method of delivery came in the form of in-class training or inservices. The ideas sounded nice during the inservice and the discussions that were aroused elicited meaningful applications that enforced the standards we were teaching to. Once back at school, teachers would comment on the fleeting nature of their short term memory and lament on the futility of applying the concept in a hostile environment without experienced modeling or reliable technical support. The “one time offer” of technology instruction left teachers with the sense that instructional time will be lost attempting to learn and apply the technology. The beliefs built from the culture of stand alone classroom inservices have affected the desire to introduce new services into the classroom. Can the use of screencasts effectively support the Fairbanks School District’s adopted technology and encourage teachers to apply them?
Literature Review
A screencast is defined in Ruffini’s article, Screencasting to Engage Learning (2012) as “a digital video and audio recording of what occurs on a presenter's computer screen.” This definition could include instructional video conferencing where the instructor is using interactive VNC software to control different computers. However, these only deliver instruction once where the traditional screencast can be paused, saved, restarted, and shared so we’re going to omit VNC software for this action research.
There is a wealth of research and resources regarding screencasts due to the growing popularity of online learning programs and the need to increase computer literacy. Michael Ruffini points out that screencasts can offer a teacher the option of delivering instruction that can be tailored to a specific audience that is customized to support specific standards and environments. The screencast can be tailored to meet a student’s specific learning needs for both traditional and distance learning. (2012) Belward, Higgins, Mullamphy, Ward (2010) points out that screencasts can be formatted to fit on any type of video device and can be accessible at any time and place that offers an adequate internet connection. The screencast can be paused and replayed by the learner for a clearer and more embedded understanding all the while controlling the pace that best fits their learning style. There is mention by these authors that screencasts can also deliver learning programs to smaller institutions that might not be able to mobilize a team of educators due to limited budgets. (2010) Furthermore, Dana, Havens, Hochanadel, & Phillips (2010) argue professional development by simple text disregards the effect emphasis and intonation has on our interpretations. In other words, the recipient of an email delivering critique might assume that what is being read is harsh while all the while the author meant it to be funny or sarcastic.
The overall methods of data collection were questionnaires, qualitative interviews and focus groups. Peterson (2007) used a beta group of three students were used to deliver instruction while the traditional course was between cycles. The small group affirmed that screencast were an effective delivery methods but he concluded that the conclusive result would be known when the full version using screencast comes out. Belward, et al. (2010) enlisted surveys to elicit information from anonymous groups of respondents after viewing screencast designed to meet a variety of learning needs. The survey was designed using mostly multiple choice questions and some open ended questions. Ruffini (2012) exhibited how a Google Form can be embedded below a screencast which is filled out before and/or after the screencast. This serves two purposes. It offers an opportunity to the learner to develop deeper imprinting of the information and it offers valuable feedback to the producer.
The results from the research seems to weigh heavy on the positive effects of screencasts. Belward, et al. that almost 70% of the participants found the screencasts to be “extremely useful” (2007) while almost 30% of them found it to be “quite useful”. This left a couple of them not at all impressed with the delivery method.
Method
Particicipants
The participants will be staff at three local schools who use technology and online learning programs on a daily basis and have worked in their position for at least three years. The participants will rate the effectiveness of the professional development they received during the last three years. All participants will share similar workday structure and environment in order to reduce differences created by uncontrolled variables. All names including any identifying information will be withheld from publication.
Materials
Participants responded to the screencast using either an online delivery system (Google Form) or a hard copy so any bias towards responding online would be reduced. The screencasts will be delivered and all information collected for a total of three weeks.
Procedure
The purpose of this action research study will be to discover the effectiveness of using screencasts for teachers in regards to professional development. At this stage in the research, the effectiveness will be generally defined using questionnaires and interviews for teachers who have first hand experience with custom made screencasts. Interviews will also be conducted to ascertain predisposed bias and any reduction of held bias after using the screencast.
Staff will inform me of a particular gap in their understanding or need assistance navigating an online learning service such as Odyssey Math or Typing Agent. They might also need assistance with computer literacy. A screencast will be created that is tailored to the teachers specific question. The participant will understand that the objective of the screencast is deliver very specific steps and is not to be shared or published. The reason for this is to deliver fast and effective support and this objective will take precedence over quality in editing. That being said, each screencast will be reviewed by a professional colleague and will meet all curriculum department expectations.
By doing this, will the participants receive meaningful professional development and increase the level of ambition in regards to seeking out support? This will become more developed as specific questionnaires and interviews are developed.
References
Mullamphy, D., Higgins, P., Belward, S., & Ward, L. (2010). To screencast or not to screencast. ANZIAM Journal, 51, C446--C460. doi:10.xxxx/anziamj.v51i0.2657
PETERSON, Elaine. Incorporating Screencasts In Online Teaching. The International Review of Research in Open and Distance Learning, [S.l.], v. 8, n. 3, Dec. 2007. ISSN 1492-3831. Available at: <http://www.irrodl.org/index.php/irrodl/article/view/495/943>. Date accessed: 05 Oct. 2013.
Dana, H., Havens, B., Hochanadel, C., & Phillips, J. (2010). An innovative approach to faculty coaching. Contemporary Issues in Education Research (CIER), 3(11), 29-34.
Brown-Sica, M., Sobel, K., & Pan, D. (2009). Learning For All: Teaching Students, Faculty, And Staff With Screencasting. Public Services Quarterly,5(2), 81-97.
Ruffini, M. (2012). Screencasting to engage learning.Educause Review Online, Retrieved from http://www.educause.edu/ero/article/screencasting-engage-learning
I have taught grades first through fourth in the seven years of being a teacher. My new role as an Instructional Technology Teacher has me reflecting on the point of view I adopted regarding professional development. In 2005, we were issued a laptop to input grades to an online database. As the years progressed, new steps were taken to embed technology into the classroom. The predominant method of delivery came in the form of in-class training or inservices. The ideas sounded nice during the inservice and the discussions that were aroused elicited meaningful applications that enforced the standards we were teaching to. Once back at school, teachers would comment on the fleeting nature of their short term memory and lament on the futility of applying the concept in a hostile environment without experienced modeling or reliable technical support. The “one time offer” of technology instruction left teachers with the sense that instructional time will be lost attempting to learn and apply the technology. The beliefs built from the culture of stand alone classroom inservices have affected the desire to introduce new services into the classroom. Can the use of screencasts effectively support the Fairbanks School District’s adopted technology and encourage teachers to apply them?
Literature Review
A screencast is defined in Ruffini’s article, Screencasting to Engage Learning (2012) as “a digital video and audio recording of what occurs on a presenter's computer screen.” This definition could include instructional video conferencing where the instructor is using interactive VNC software to control different computers. However, these only deliver instruction once where the traditional screencast can be paused, saved, restarted, and shared so we’re going to omit VNC software for this action research.
There is a wealth of research and resources regarding screencasts due to the growing popularity of online learning programs and the need to increase computer literacy. Michael Ruffini points out that screencasts can offer a teacher the option of delivering instruction that can be tailored to a specific audience that is customized to support specific standards and environments. The screencast can be tailored to meet a student’s specific learning needs for both traditional and distance learning. (2012) Belward, Higgins, Mullamphy, Ward (2010) points out that screencasts can be formatted to fit on any type of video device and can be accessible at any time and place that offers an adequate internet connection. The screencast can be paused and replayed by the learner for a clearer and more embedded understanding all the while controlling the pace that best fits their learning style. There is mention by these authors that screencasts can also deliver learning programs to smaller institutions that might not be able to mobilize a team of educators due to limited budgets. (2010) Furthermore, Dana, Havens, Hochanadel, & Phillips (2010) argue professional development by simple text disregards the effect emphasis and intonation has on our interpretations. In other words, the recipient of an email delivering critique might assume that what is being read is harsh while all the while the author meant it to be funny or sarcastic.
The overall methods of data collection were questionnaires, qualitative interviews and focus groups. Peterson (2007) used a beta group of three students were used to deliver instruction while the traditional course was between cycles. The small group affirmed that screencast were an effective delivery methods but he concluded that the conclusive result would be known when the full version using screencast comes out. Belward, et al. (2010) enlisted surveys to elicit information from anonymous groups of respondents after viewing screencast designed to meet a variety of learning needs. The survey was designed using mostly multiple choice questions and some open ended questions. Ruffini (2012) exhibited how a Google Form can be embedded below a screencast which is filled out before and/or after the screencast. This serves two purposes. It offers an opportunity to the learner to develop deeper imprinting of the information and it offers valuable feedback to the producer.
The results from the research seems to weigh heavy on the positive effects of screencasts. Belward, et al. that almost 70% of the participants found the screencasts to be “extremely useful” (2007) while almost 30% of them found it to be “quite useful”. This left a couple of them not at all impressed with the delivery method.
Method
Particicipants
The participants will be staff at three local schools who use technology and online learning programs on a daily basis and have worked in their position for at least three years. The participants will rate the effectiveness of the professional development they received during the last three years. All participants will share similar workday structure and environment in order to reduce differences created by uncontrolled variables. All names including any identifying information will be withheld from publication.
Materials
Participants responded to the screencast using either an online delivery system (Google Form) or a hard copy so any bias towards responding online would be reduced. The screencasts will be delivered and all information collected for a total of three weeks.
Procedure
The purpose of this action research study will be to discover the effectiveness of using screencasts for teachers in regards to professional development. At this stage in the research, the effectiveness will be generally defined using questionnaires and interviews for teachers who have first hand experience with custom made screencasts. Interviews will also be conducted to ascertain predisposed bias and any reduction of held bias after using the screencast.
Staff will inform me of a particular gap in their understanding or need assistance navigating an online learning service such as Odyssey Math or Typing Agent. They might also need assistance with computer literacy. A screencast will be created that is tailored to the teachers specific question. The participant will understand that the objective of the screencast is deliver very specific steps and is not to be shared or published. The reason for this is to deliver fast and effective support and this objective will take precedence over quality in editing. That being said, each screencast will be reviewed by a professional colleague and will meet all curriculum department expectations.
By doing this, will the participants receive meaningful professional development and increase the level of ambition in regards to seeking out support? This will become more developed as specific questionnaires and interviews are developed.
References
Mullamphy, D., Higgins, P., Belward, S., & Ward, L. (2010). To screencast or not to screencast. ANZIAM Journal, 51, C446--C460. doi:10.xxxx/anziamj.v51i0.2657
PETERSON, Elaine. Incorporating Screencasts In Online Teaching. The International Review of Research in Open and Distance Learning, [S.l.], v. 8, n. 3, Dec. 2007. ISSN 1492-3831. Available at: <http://www.irrodl.org/index.php/irrodl/article/view/495/943>. Date accessed: 05 Oct. 2013.
Dana, H., Havens, B., Hochanadel, C., & Phillips, J. (2010). An innovative approach to faculty coaching. Contemporary Issues in Education Research (CIER), 3(11), 29-34.
Brown-Sica, M., Sobel, K., & Pan, D. (2009). Learning For All: Teaching Students, Faculty, And Staff With Screencasting. Public Services Quarterly,5(2), 81-97.
Ruffini, M. (2012). Screencasting to engage learning.Educause Review Online, Retrieved from http://www.educause.edu/ero/article/screencasting-engage-learning
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