Kaitlyn M. Valis
Technology is changing the way that teachers teach and students learn and many teachers
have found innovative ways to incorporate technology into their classroom that furthers learning,
encourage collaboration, and provides opportunities for diverse instruction. Blended learning is a
combination of computer-based online learning and in class face-to-face learning. The flipped
classroom is considered a form of blended learning where students use videos to learn content
that would normally be presented in lecture form at home and the homework or practice is
done in class. This approach to learning requires certain technologies and software to make these
techniques a reality. This paper will argue the necessity of these technological resources,
including screencast software and screencast capable computers, as a means for implementing
the blended learning and flipped classroom approach into courses. These technologies improve
learning outcomes and deepen learning, facilitate collaboration, and encourage engaging real
world projects.
According to J. Smith and R. Smith (2012), the trend in education is heading toward a
blended classroom, a combination of in class learning and online learning which brings out the
benefits of both methods of instruction. Three quarters of K-12 school districts (74.8%) across
the nation have introduced online curriculums and more than half of the remaining districts
(15%) are planning to use some form of online instruction in the near future (p. 208-209).
Specifically, the flipped methodology has been incorporated into many STEM classrooms
because while many students spend hours struggling at home through homework with no
guidance or assistance, in a flipped classroom teacher can answer questions and correct
misconceptions that may come up immediately (Berrett, 2012, 38). Educators also describe the
flipped classroom as an opportunity to differentiate instruction and meet the needs of all unique
So how do educators incorporate blended learning into their traditional classroom? The
best way to do this is to incorporate already existing practices and curriculum into technological
digital lessons for online multimedia learning by infusing speech with dynamic illustrations of
enhanced graphs and moving images (J. Smith & R. Smith, 2012, p. 209). Using these screen-
capture resources teachers can capture their own lessons allowing teachers to explain concepts
the way they would in the classroom rather than some impersonal video by someone that
students dont know. Green, Pinder-Grover, and Millunchick (2012) describe that screencast
can take the form of recorded lectures or supplementary resources such as shorter mini-lectures,
explanations of homework, or exam solutions (p. 718). Students benefit from these recordings
created by their teacher, so teachers need appropriate equipment to develop these lessons and
videos. A computer capable of recording sound and preferably the ability to write notes directly
on the screen is required. To have these capabilities teachers need tablet/computer hybrid devices
such as the Microsoft SurfacePro, which have the appropriate capabilities. Furthermore, software
would need to be installed to capture what is happening on the screen for students to see. Some
examples of these could be Screencast-o-Matic, Jing, and Camtasia, some of which are free and
some have costs. Despite the cost of the computer technology and the cost of software the
benefits of these technologies and the methodology that can come from them far outweigh the
First, and most importantly, this technology and the blended learning that it facilitates
improved learning outcomes. Results show that improvement in learning occurs when this
method is incorporated into instruction. Fulton (2012) proposes that significant increases in
student learning and achievement occur when flipping compared to baseline data on the same
courses taught in the traditional classroom lecture mode (p. 16). Based on the data analyzed by
BENEFITS OF SCREENCAST TECHNOLOGY 4
J. Smith and R. Smith (2012) students in a blended learning environment outperform both
online instruction and face-to-face teaching (p. 209). Furthermore, students learning from the
screencast method of instruction have significantly higher posttest scores and an increase in
knowledge acquisition and transfer (J. Smith & R. Smith, 2012, p. 220). Specifically high
school students have increase achievement because of the use of screen-capture technologies in
the classroom (J. Smith & R. Smith, 2012p. 224). Although J. Smith and R. Smith found
quantitative evidence suggests increased learning their study did have limitations, including
length of observation and a narrow group of students studied. They could have broadened both
aspect of the research to get a more accurate representation of the outcome of this methodology.
Another study done by Green et al., (2012) defends that there is quantitative evidence that
suggests, students who use the screencasts more and perceive them to have increased their
higher performance (p. 718). In their study, final course grades and performance on specific
exam questions were analyzed and students who reported that they received a deeper
understanding due to watching screencasts actually demonstrated more proficiency with the
In addition, Green, et al. (2012) concluded that using screencast technology was useful to
students and created an environment where students were active participants in their learning.
The study also found that in general students saw these screencast videos and tools helpful (p.
723). When students actively engaged in the process, took notes, and rewatch segments of the
screencast videos they tended to perform better on homework and practice problems (Green, et
al., 2012, p.725). Using this technology also stimulates deeper thinking because of the additional
opportunities to work with the material. Rather than a lecture where students hear it once, with
no opportunity for repeat or slower pace, students have opportunities to engage with the material
BENEFITS OF SCREENCAST TECHNOLOGY 5
later at their own convenience outside of class. Also, learners have the opportunity in school to
employ different resources in the classroom and have more chances to engage with their peers in
Collaboration is a part of every aspect of personal and professional lives. So what are
educators doing to prepare students for those situations? The traditional lecture style of teaching
gives little to no opportunity for real interaction with peers and even the teacher. Strayer (2012)
qualitative study on the inverted classroom suggests that students were more eager to engage
with each other in classroom activities then they were in a traditional classroom. Students in the
inverted classroom exhibited a desire to want to explain concepts to other students, feeling as
though this is the best way to learn something thoroughly (p. 188). There was more cooperation
where students explained concepts to each other. At the end these students stated there was more
value to learning when it was done with classmates (Strayer, 2012, p. 190). In this study Strayer
was the professor and observer which might have led to bias in the process. Learners also can see
the value in having multiple ideas and viewpoints in solving a particular problem. One student
suggests that having six or seven ways to think about a problem is better than just having your
one way to think about a problem, Berrett (2012) describes (p. 41). In these types of classroom
students have the time and freedom to engage with their own ideas and those of their peers which
classroom were students are not in their seats, desks are moved into groups, and students are
working on the floor. There is bound to be a little bit of disorder in contrast to the classroom
where students sit quietly and listen to the teacher (Finkel, 2012, p. 29). Moreover, teachers need
to be comfortable juggling many different levels at the same time because students might be
BENEFITS OF SCREENCAST TECHNOLOGY 6
working at different paces. This is a benefit of this method because of the ability to differentiate
instruction to the unique level of each student is invaluable, but it can also be difficult. Fulton
(2012) suggests that kids need to be trained and guided to stay on task, work collaboratively,
solve their own problems, be disciplined. Thinking and learning can be quite noisy (Fulton,
2012, p. 14). Especially if some students are using their devices to rewatch screencast videos
there needs to be set guidelines and expectations for behavior in the classroom.
When screencast technology is used to teach basic concepts outside of class this method
allows for more in class collaborative activities and innovative real-world project based learning.
Eric Mazur of Harvard University argues that simply transmitting information should not be the
focus of teaching; helping students to assimilate that information should (Berrett, 2012, p. 39).
One of the goals in education is to have our students be able to apply their skills and knowledge
in their futures. What a better way to teach this then to have them practice with the guiding hand
of a teacher and with interactions with their peers? Bishop and Verleger (2013) state that much
of instruction can be done through screencast videos, but there are many activities that cannot
be automated or computerized (p. 4). Those are the activities that need to be happening in the
classroom. Most research on the flipped classroom employs group-based interactive learning
activities inside the classroom, citing student-centered learning theories based on the works of
Piaget 1967 and VygotskyThus, the flipped classroom actually represents an expansion of the
curriculum, rather than a mere re-arrangement of activities (Bishop & Verleger, 2013, p. 5).
Through the integration of this technology students have an opportunity to engage in learning
Lastly, according to the research by Finkel (2012) the amount of material being covered
in a particular course did increase (p. 29). In a course there might not be a need to get through
more content, but this methodology would allow for opportunities to incorporate more project
BENEFITS OF SCREENCAST TECHNOLOGY 7
based learning into the curriculum. Secondary teachers in particular often feel they do not have
the time to do these meaningful projects because of the content they must get through. This
method would allow time in the schedule for these very meaningful and beneficial projects
where students learn valuable content and skills. This would also allow students the choice to
pick their own subjects to study for a project that is unique to their interests (Finkel, 2012, p. 34).
Students become invested in these self-selected projects in ways that they would never by doing
of creating and distributing screencast videos to integrate blended learning and the flipped
classroom into instruction. Teachers would need computers capable of writing and recording the
activity that is happening on the computer. Tablet/laptops hybrid computers, such as the
Microsoft SurfacePro, have worked great for this purpose in the past. Downloaded on the
computer teachers would also need some type of screencapture software that can record what is
happening on the screen as well as the teachers voice describing and explaining the content.
Using these technologies, teachers are able to create blended classrooms where students are
application of the content they are learning through real-world project based learning.
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Works Cited
Berrett, D. (2012). How "flipping" the classroom can improve the traditional lecture. Education
Digest: Essential Readings Condensed for Quick Review, 78(1), 36-41. Retrieved from
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Bishop, J.L. & Verleger, M.A. (2013). The flipped classroom: Survey of the research. American
http://www.asee.org/public/conferences/20/papers/6219/view.
Finkel, E. (2012). Flipping the script in K12. District Administration, 48(10), 28-30,. Retrieved
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Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning.
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Green, K. R., Pinder-Grover, T., & Millunchick, J. M. (2012). Impact of screencast technology:
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Smith, J. G., & Smith, R. L. (2012). Screen-capture instructional technology: A cognitive tool
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and task orientation. Learning Environments Research, 15(2), 171-193. Retrieved from
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