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DESCRIPTION

     In general, YouTube is a Web 2.0 tool for posting, locating, watching, and/or sharing videos.  It is meant to be a "a forum for people to connect, inform, and inspire" and "a distribution platform for original content creators and advertisers".[1]  In particular, YouTube EDU (youtube.com/education) has been launched to promote the access of educational videos on YouTube, as it is meant to "[bring] learners and educators together in a global video classroom".[2]  YouTube EDU is utilized by the University of California at Berkley, Massachusetts Institute of Technology, Stanford University, TED Education, Cambridge University, Emory University, PBS, Khan Academy, National Geographic and NASA to name a few.  Teachers can post, locate, watch, and/or share YouTube EDU videos with relative ease.  

     YouTube EDU is categorically organized.  The category for Primary and Secondary Education is further categorized by subjects such as History and Social Sciences, and the subject category of History and Social Sciences is further categorized by topics such as State and Local History, Economics, and Geography.  Additionally, YouTube Teachers (youtube.com/teachers) is organized to maximize teaching time and minimize searching time by providing "playlist[s] of educationally relevant videos".[3]  YouTube Teachers has select Social Studies High School playlists for topics from Government, World War I and II, and the Cold War to Civics, Industrialization and Immigration, and Revolutions Around the World. 

 

POTENTIAL USE

(This section will continue with the theme of a secondary American Government class

as initially described under the "Potential Use" section of the "WordPress" tab for Project 1.)

 

     A specific use of YouTube EDU could be for enhancing both classroom instruction and/or designated homework assignments on the topic of elections as well.  When teaching/learning about presidential elections, it may be beneficial show the introductory video, U.S. Elections: The Road to the White House (with a running time of 1 minute: 38 seconds) by the United States Embassy in London, at the beginning of a class.  The video could be supplemented by having students complete a fill-in-the-blank question handout based on the content of the video.  When using the aforementioned video, some fill-in-the-blank questions might consist of the following:       

 

1.  Every _________  ___________ Americans vote for President. [four years]

2.  ______________ are messengers from their home states. [delegates]

3.  States choose delegates by ____________ or _____________. [caucus, primary]

 

     The remainder of the class time could be used to explain and discuss the concepts/terms presented in the video more thoroughly.

 

     The United States Embassy in London has also posted several short videos explaining more about the stages of the U.S. Election process including "Caucuses Explained" (3:32) and "Primaries" (3:50).  These two videos could also be shown in class and/or embedded in posts on the class's WordPress site while students could be given fill-in-the-blank question handouts to complete for in-class-work and/or homework.  For an example of these videos embedded in posts on a WordPress site accompanied by more fill-in-the-blank questions, click here.

 

     This could be done with the other short videos about the stages of the U.S. Election process for in-class-work and/or homework assignments as well: "Conventions" (4:38), "The General Election" (3:53), and "The Electoral College" (4:45).

CONCERNS

  • Accessibility— Not only is there a concern about students having limiting access to the internet beyond the classroom, but there is a concern about select school districts blocking access to YouTube.    

 

Yet, "YouTube for Schools gives you a way to access YouTube's educational videos from inside

your school network.  By enabling the program, your school can access all the content on

YouTube EDU, while preventing access to the rest of YouTube.  Schools also have the ability to

select the specific videos that are accessible from within the school network".[4]

 

  • Accuracy and Value— Teachers will undoubtedly need to evaluate the accuracy and value of the content presented in the video(s).  Accordingly, they will need to take the time to preview the video(s) and double- even triple-check the information presented in the video(s) before sharing with students. 

 

Yet, even inaccurate content in videos may have the potential to offer valuable learning experiences.

For instance, analyzing and interpreting and researching skills are essential in the study of history.  Being so,

it might be beneficial for a teacher to purposely show a history-related video with inaccurate content

in class for an assignment designed to stimulate the students to analyze the video in order to determine

the inaccurate portions then research and interpret what information is accurate about

the historical phenomenon which the video should have intended to portray.

 

  • Advertisements— I believe it goes without saying that there are definitely certain advertisements played before selected videos can be watched that would not be appropriate to have students view!

 

Yet, "[a]dditional features [of YouTube EDU] include blocked comments, eliminated advertisements and

suggested videos limited to those from YouTube EDU".[5]

BENEFITS

  • Availability— YouTube videos are available almost instantaneously, which is quite convenient.

 

"Libraries, museums, and historical societies use YouTube as a way to create awareness of their collections

and provide an easy way for a large audience to find and view the digital video. The relative ease of

creating and or converting digital video makes historic videos available as never before" [6]

 

  • Relevancy— Not only are YouTube educational videos delivered in a relevant (digital, graphic) format, the YouTube Teacher video playlists have been designed to "align with common core standards".[7]  

 

  • Accuracy and Value— As stated above, both accurate AND inaccurate content presented in videos have the potential to offer valuable learning experiences— depending on the purpose of the lesson and/or assignment. 

 

 

 

 

 

 

 

 

 

ENDNOTES

           1. "About YouTube," YouTube.com, available from http://www.youtube.com/yt/about/ (accessed June 2, 2013).

          2. "Get More Into Learning," YouTube, available from http://www.youtube.com/t/education (accessed June 2, 2013).

          3. "Classroom Videos: Social Studies", YouTube Teachers, available from http://www.youtube.com/teachers (accessed June 7, 2013).

          4.  YouTube EDU, "Use YouTube EDU in the Classroom," YouTube, LLC, available from http://support.google.com/youtube/bin/static.py?hl=en&page=guide.cs&guide=2683228&answer=2685819 (accessed June 6, 2013).

          5. YouTube EDU, "Use YouTube EDU in the Classroom".

          6. Jenny L. Presnell, "Beyond the Written Word", The Information-Literate Historian: A Guide to Research For History Students, 2nd Ed. (New York, New York: Oxford University Press, 2013), 233.

          7. "Classroom Videos: About", YouTube Teachers, available from http://www.youtube.com/teachers (accessed

June 7, 2013).

YouTube

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