The Efficacy of YouTube as a Regular Tool for Reflection in Classrooms

Note: This post is for my class at NYU Steinhardt.  I'm a masters student in Education, getting preliminary credentials in English and Drama. My class, Teaching Reading in the Secondary English Classroom, had us read a YA novel and post about our experiences via some social media platform.  I chose to read the novel The Book Thief, by Markus Zusak.  I talked about the book and my experiences thereof in a series of Youtube posts. The video posted below is the first truly substantive video on the topic.  Please watch the rest of them and comment if you have the time+energy.

My Experience

I decided to use YouTube as my social media platform because I didn't know anything about how to use the platform as a content creator.  I was an innocent.  I could (and continue to be able to) use the platform as a consumer, but the creation side? Not so much.  I wanted to use the requirements of a school assignment to format my exploration.  If it was through a school project, I could motivate myself to continue to create: I wouldn't have to rely on my (otherwise fairly weak) powers of self-motivation.

I'm glad I did have the structure of a school assignment. YouTube is confusing to learn and to navigate from the other side (content creation).  I had the benefit of a laptop with a built-in video camera, and of video software that I didn't have to shell out hundreds for.  But even within those obstacles removed, starting from absolute scratch was difficult.  With zero experience in video software, I had to muddle through how to record my video, split my video into clips (as you can see above, I did that as little as possible), arrange any clips I might have, save the video into the correct format, and upload to YouTube.  Each of these steps were rather confusing at first, and I felt as though I were muddling through a thicket - each tool in the iMovie application were like trees, and I bumped into them without any idea how to make them work for me except in the most general sense.  There was a lot of trial and error.  If I hadn't promised to use YouTube, I might have given up and used a primarily-written format instead. Like this one.

However, my skills did progress.  By my sixth video, posted below, I had figured out how to arrange photos, do voice-overs, add titles, and much more.  In my opinion, there's a clear growth between my first videos and my final video (although there was a 'I'm going to do short videos' spell in the middle).

The actual format of a short video places certain restrictions on the content which you can include. Anything you include needs to be in a format that will translate well via video.  It needs to be short, well-reasoned, and pre-thought-out. The video format also constrains how deeply you can delve into your various points.  I found that my opinions needed to be quick, definite, and with a fillip of passion.  Anything less, anything qualified, lost power and effectiveness in a video format.  Instead of looking knowledgeable and reasoned, I looked (and sounded) horrifically boring.

YouTube as a classroom tool

So, then, how useful is YouTube and short video as a tool and format for school assignments?  It really depends.  While many high school students know how to use YouTube, there are many who do not, and just know how to comment.  Any teacher hoping to use YouTube as a mandatory format for shared response will need to take the time to TEACH the use of video recording devices, video editing software, and all the accompanying skills that make a good video - script-writing, presentational skills, and more.  The time and energy investment is large.  In addition, you need resources to mandate video. Either the students or the school will need to own the equipment to record and upload videos.  These costs can range into the thousands of dollars for high-end equipment.  For many students, YouTube may be out of their price range.

YouTube might also be out of their time range.  It generally took at least five hours of thinking, planning, recording, editing and uploading time for a single ten-minute video.  For my final video, I spent an hour online looking for information and pictures on the Allied bombing of Germany.  While the research skills and the knowledge obtained are wonderful, teachers will need to decide what amount of time they are willing to have their students spend on communicating their ideas rather than simply thinking of their ideas.

YouTube content creation needs to be TAUGHT.  And that means that it will take time and energy to teach it well.  My prior experience of seeing YouTube videos used in class was in a final project "choose your own format" way.  Those students who already possessed the resources to create videos, including an understanding of YouTube, did that.  Students who didn't have the resources, knowledge or energy did another project.  In this way, the teacher reaps the benefits of having occasional video projects.  However, the teacher also fails to teach students how to use a popular, important medium.

I'd be interested on your thoughts on YouTube in the classroom. Please comment.  Also, as a reminder, check out my other videos at THIS LINK.