September/October 2017 – Vol. 30 No. 1

Technology for the Classroom: An Examination of YouTube Education

Posted: Friday, June 1st, 2012

by Donna Ross

In the last installment of Technology for the Classroom, I considered the value of TED-Ed for classroom use.  This issue will examine several uses of YouTube.  Among people with computers and smart-phones, YouTube has become ubiquitous. Even late-night comics mine YouTube videos for humorous gems.  Most students, including those at the elementary grades, have searched for YouTube videos and many have posted their own creations.  However, as I watch those funny cat videos I inevitably seem to be bombarded with material that makes me question the appropriateness for a school setting.   For example, I searched for a video on DNA replication and I was faced with thousands of videos, many with comments that definitely were not school-friendly. Along with some reasonable choices, I also was presented with “popular videos” that, based on the content and the number of views, caused me to despair for the future of our society. But, before despair takes over, let me share some ways to make better use of YouTube for educational purposes.

YouTubeTeachers by teachers is a new site within the educational subset of YouTube to help teachers understand how to make use of YouTube for educational purposes and to assist teachers to search more effectively for relevant videos.  For example, on this page when I select “high school” and “science” I have approximately 40 topics from which I can choose.  I opted for “DNA Structure.”  This took me to 14 videos, all of which seemed appropriate for high school viewing, although I wouldn’t have necessarily considered the primary topic of all 14 to be DNA structure.  The goal for this site is that  teachers will help to determine which videos are appropriate, there will be a larger library, and the categories will become more specific and useful.  Generally, if you use YouTube videos for your classroom, this seems like an excellent starting point.

YouTubeEdu is the broader subsection of YouTube dedicated to education. If you start at this page, you can get all of the general information about the education initiative.  You can also see the playlist and course partners.  There are university courses that can be viewed from this page.  For example, there is a four-hour course on lasers and fiberoptics from MIT, over 30 hours from Stanford’s Continuing Studies program on modern physics, and a full biochemistry course from Oregon State University.  At the K-12 level, there are videos from the Khan Academy, Sesame Street, Steve Spangler Science, and interviews with Neil deGrasse Tyson on SpaceLab, among others. Beginning here works well if you know who has produced the video series you would like to use in your classroom.

You may also create your own YouTube site.  Some teachers have their own “channel.”  They post their own videos, class notes and assignments, and links to other videos for their students.  Using the YouTube editor, it is quite easy now to use a built-in camera on a computer to film and post part of your own lessons.  These can be available for students to review at home, after absences, before a test, or during stations in your class.

So far, though, none of the things that I have described will completely eliminate the “related videos” and the “comments” that inevitably show up.  When beginning with the education or teacher pages, the related videos tend to be fewer, but as I watched different videos, I did still see some inappropriate comments.  There is a solution, but it is a school-wide approach.  A school can sign up for a YouTube school network.  In this instance, one person at the school has administrator privileges and sets what is visible beyond the YouTubeEdu videos. Students can only view YouTube EDU videos plus videos their own school has added. All comments and related videos are disabled and the search function is limited to YouTubeEdu videos.  As a teacher with a channel on the YouTubeEdu site, remember that if your school has the network, the students won’t be able to see any inappropriate material while at school, but if they are searching for your site at home, they will have no such protection.

I know a lot of teachers search for videos on YouTube and then use a 3rd party program such as KeepVid to download the streaming video for later use.  I think YouTubeTeachers and YouTubeEdu will make searching faster and more efficient.  I’m still torn about the use of my own channel.  I would like to hear from teachers who have experience and can compare it with using a class wiki or website.  In the meantime, if you ever find yourself with too much free time, there are a lot of cat and squirrel videos waiting for you.

Donna Ross is associate professor of science education at San Diego State University and is CSTA’s 4-year college director.

Written by Donna Ross

Donna Ross is Associate Professor of Science Education at San Diego State University.

2 Responses

  1. I’ve used TeacherTube in the past. I found usable videos there. I did find some offensive material so was careful with what I used with students.

  2. Interesting article Donna Glad to see you are involved in CSTA! YouTube can be an amazing resource, but I agree that sometimes comments are inappropriate. I think using KeepVid is a great option.

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CSTA Is Now Accepting Nominations for Board Members

Posted: Friday, November 17th, 2017

Current, incoming, and outgoing CSTA Board of Directors at June 3, 2017 meeting.

Updated 7:25 pm, Nov. 17, 2017

It’s that time of year when CSTA is looking for dedicated and qualified persons to fill the upcoming vacancies on its Board of Directors. This opportunity allows you to help shape the policy and determine the path that the Board will take in the new year. There are time and energy commitments, but that is far outweighed by the personal satisfaction of knowing that you are an integral part of an outstanding professional educational organization, dedicated to the support and guidance of California’s science teachers. You will also have the opportunity to help CSTA review and support legislation that benefits good science teaching and teachers.

Right now is an exciting time to be involved at the state level in the California Science Teachers Association. The CSTA Board of Directors is currently involved in implementing the Next Generations Science Standards and its strategic plan. If you are interested in serving on the CSTA Board of Directors, now is the time to submit your name for consideration. Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

State Schools Chief Tom Torlakson Announces 2017 Finalists for Presidential Awards for Excellence in Mathematics and Science Teaching

Posted: Wednesday, September 20th, 2017

SACRAMENTO—State Superintendent of Public Instruction Tom Torlakson today nominated eight exceptional secondary mathematics and science teachers as California finalists for the 2017 Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST).

“These teachers are dedicated and accomplished individuals whose innovative teaching styles prepare our students for 21st century careers and college and develop them into the designers and inventors of the future,” Torlakson said. “They rank among the finest in their profession and also serve as wonderful mentors and role models.”

The California Department of Education (CDE) partners annually with the California Science Teachers Association and the California Mathematics Council to recruit and select nominees for the PAEMST program—the highest recognition in the nation for a mathematics or science teacher. The Science Finalists will be recognized at the CSTA Awards Luncheon on Saturday, October 14, 2017. Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Thriving in a Time of Change

Posted: Wednesday, September 13th, 2017

by Jill Grace

By the time this message is posted online, most schools across California will have been in session for at least a month (if not longer, and hat tip to that bunch!). Long enough to get a good sense of who the kids in your classroom are and to get into that groove and momentum of the daily flow of teaching. It’s also very likely that for many of you who weren’t a part of a large grant initiative or in a district that set wheels in motion sooner, this is the first year you will really try to shift instruction to align to the Next Generation Science Standards (NGSS). I’m not going to lie to you, it’s a challenging year – change is hard. Change is even harder when there’s not a playbook to go by.  But as someone who has had the very great privilege of walking alongside teachers going through that change for the past two years and being able to glimpse at what this looks like for different demographics across that state, there are three things I hope you will hold on to. These are things I have come to learn will overshadow the challenge: a growth mindset will get you far, one is a very powerful number, and it’s about the kids. Learn More…

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Written by Jill Grace

Jill Grace

Jill Grace is a Regional Director for the K-12 Alliance and is President of CSTA.

If You Are Not Teaching Science Then You Are Not Teaching Common Core

Posted: Thursday, August 31st, 2017

by Peter A’Hearn 

“Science and Social Studies can be taught for the last half hour of the day on Fridays”

– Elementary school principal

Anyone concerned with the teaching of science in elementary school is keenly aware of the problem of time. Kids need to learn to read, and learning to read takes time, nobody disputes that. So Common Core ELA can seem like the enemy of science. This was a big concern to me as I started looking at the curriculum that my district had adopted for Common Core ELA. I’ve been through those years where teachers are learning a new curriculum, and know first-hand how a new curriculum can become the focus of attention- sucking all the air out of the room. Learn More…

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Written by Peter AHearn

Peter AHearn

Peter A’Hearn is the Region 4 Director for CSTA.

Tools for Creating NGSS Standards Based Lessons

Posted: Tuesday, August 29th, 2017

by Elizabeth Cooke

Think back on your own experiences with learning science in school. Were you required to memorize disjointed facts without understanding the concepts?

Science Education Background

In the past, science education focused on rote memorization and learning disjointed ideas. Elementary and secondary students in today’s science classes are fortunate now that science instruction has shifted from students demonstrating what they know to students demonstrating how they are able to apply their knowledge. Science education that reflects the Next Generation Science Standards challenges students to conduct investigations. As students explore phenomena and discrepant events they engage in academic discourse guided by focus questions from their teachers or student generated questions of that arise from analyzing data and creating and revising models that explain natural phenomena. Learn More…

Written by Elizabeth Cooke

Elizabeth Cooke

Elizabeth Cooke teaches TK-5 science at Markham Elementary in the Oakland Unified School District, is an NGSS Early Implementer, and is CSTA’s Secretary.