A new web series by OurSchool is perfectly positioned to make learning in an online classroom just that much more fun.
How Could Using Youtube Facilitate Learning And Interaction In An Online Classroom
Virtually every student has a desktop computer with internet access at home and in school. Laptops have gotten more and more common in classrooms around the world. Most schools have at least one computer-equipped laptop for every student. You can find laptops in virtually every home you go to. Using a laptop for educational use isn’t all that rare.
However, some people use a mobile device, the phone. Imagine that person sitting in front of a digital screen facing a blank wall while listening to a voice-and-visual communication. Now imagine the classroom where everyone uses a mobile device for interacting with information. This scenario is difficult to imagine and what we see on YouTube is usually nothing short of an illusion.
Many teachers want students to use digital tools in a first-person, wide-eyed, head-in-the-cloud, feeling-hither, Instagram moment. They want students to use the tools so well that they simply forget the curriculum exists. This is how students perceive technology. Very rarely do students find technology compelling enough to want to use it. There’s a huge potential problem with this because the curriculum is not going to be found on a first-person view, not when everything is animated. Students want to be engaged and the reality is that most teachers fail to engage. When teachers call a class “mindfulness,” a majority of students look at them blankly, because they do not see what they are talking about.
A number of educators have tried to use technology to facilitate learning and interactivity in a classroom. In the 1990s and 2000s the YouTube era of music, animation, singing, dancing, acting, and more arrived. YouTube caught on with a vengeance, and now millions of people watch each minute of videos uploaded to YouTube. However, all of these products work on YouTube. YouTube even promotes many of these videos as educational. Ironically, YouTube is often used for such activities. There are schools where the administration uses YouTube clips to demonstrate principles of teaching because YouTube is more readily recognizable than animated videos.
Educators who want to have their students see them interact with tools other than YouTube will have to resort to getting whiteboards, paper, and screens to interactive purposes. The end result is that many students will be frustrated or bored in the classroom, much like they are in video games. A whiteboard or paper or screen on an inside-out, rotate motion projector, will facilitate much more interaction than a whiteboard, paper, or screens with closed alignment.
About 14 percent of students use YouTube as part of their education, but much of this occurs because teachers are using it. In other words, there are millions of teachers that post YouTube clips to explain different topics. This is what occurs when educators teach in a first-person mode and within a virtual space.
However, in order to leverage this resource, educators must utilize the whiteboard, whiteboard/projector or whiteboard/ribbon. But there’s another approach. Technology can make students more interactive with open-ended questions and any number of tools can help educators have open-ended interactions.
Technology can facilitate interaction to engage students in many contexts from social to practical, but one of the biggest barriers is the conception that technology is the answer. Despite the current lines of video flashcards showing what someone has studied, a teacher can easily conjure up a video of the presenter interacting with a video presentation or a video clip to show his or her students how it was done. This is just another reason why both of these concepts are important.
Technology and using it in the classroom must do more than replicate videos or ways of showing lesson plans. Teachers need to develop the ability to engage technology and use it for interactive purposes.
This article was originally published at All For Business. Reprinted with permission from the author.