This was my first time screencasting and I found it a simple, intuitive process using Jing. I had previously used Jing for clipping images from my screen, yet never to record a video. However, I did encounter a problem after uploading my Jing video to Screencast.com—I could not create an embed video code, only an embed link code. Therefore, rather than embedding the actual video into my blog, each time I entered the code, I could only create a link to Screencast.com where my video could be located. Though I tried to troubleshoot using several tutorials from YouTube, I was ultimately unsuccessful; my guess is that there is some issue with recording with Jing using a Mac. I found Screencast-o-Matic just as easy to use for recording, but uploading the video was much simpler since videos are directly uploaded to YouTube. Locating the embed code was simple and placing it into my blog became possible!
When creating a screencast, I do think it advisable to create a script or a storyboard to guide the narration and to practice all of the steps first before recording; I had to re-record several times because I wasn’t exactly sure what I wanted to say and because I realized that part of what I needed users to see was outside of the capture screen. Still, after several re-dos, I thought the process was very doable and much easier than creating a document with screen clips detailing the step-by-step process in written format.
I can easily imagine a host of ways to use this particular technology in education. To begin, my sample screencast is designed for teachers and demonstrates how to perform a specific task using the learning management software purchased by our county. As a technology specialist, screencasting would be a great tool for demonstrating for students or teachers new resources or how to perform specific tasks on the computer. First on my list of screencasts to make is one for my students showing them how to change the default settings in Microsoft Word so that they conform to MLA formatting guidelines. I have given these instructions countless times, yet I continually receive papers formatted incorrectly; perhaps showing students how to change the default setting would address the problem!
Similarly, screencasting could be used as a resource in the flipped classroom. The teacher may create narrated PowerPoints delivering students information; students could access these lecture materials outside of class so that time in class may be devoted to individual or group practice or discussion. The teacher may also use it with a “learning on demand” philosophy, creating various screencasts that students may need throughout the year, and providing students with access to these videos at the appropriate time, a form of individualized learning.
Finally, in my English classroom, I can imagine students themselves using screencasts as a way of narrating a sample annotation or analysis of a passage. Students may attach a document camera to the computer and place a poem or prose passage under the document camera. Then, they could use screencasting tools to narrate the annotation process, demonstrating the presence of literary devices or specific evidence to support claims in the passage. As we seek to teach students close reading techniques and to use inference skills during the reading process, screencasting could prove an excellent method for assessing these skills.
Just for fun, I've included below both screencasts I created; the first link provided will take you to Screencast.com where you can view my screencast created using Jing. Below that is the screencast created using Screencast-o-Matic.