Teach education

Reflections of an IB science teacher

My First Attempt at a Screencast

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So I downloaded a trial version of Camtasia Studio 8 because ever since I saw Sal Khan do what he does, I’ve been obsessed with the idea of creating on-line digital media for education.

It became immediately apparent that creating a quality instructional video was a skill that was going to take some time to learn.

I’ve always considered myself a confident performer in comparison to other, non-teaching friends and I think that even in comparison to other teachers I’ve seen, I really enjoy the occasional bit of stage drama when introducing a new idea or snipped of scientific history.

But as soon as that red recording light started flashing, I was in pieces. I’d start talking and drift off topic then not know where to return to. Then I’d type up a quick script to keep off-screen and endlessly fudge the words. Even when I got the words right I just sounded… Awkward.

Still, I’m pleased with the *eventual* outcome of this video despite having a fairly low quality mic (I’ve since ordered the Blue Yeti to improve my audio) and being a mess in it’s making.

Here’s hoping that this is something I can learn to love doing, I hope you can appreciate it too 🙂


Author: mrcopeland

Whilst I believe that there is a common core of knowledge that is necessary for academic conjecture to take place, I still think that there is plenty of room for progressivism in education. My pedagogical approach centres on guiding and motivating students to become independent academics and global citizens so that they have the tools they need to both succeed within, and shape for the better, an uncertain future. I believe that we are in a golden age of support in education, with a wealth of educational professionals willing to collaborate across the world and countless technologies for education being provided all the time we are in a position to achieve a new standard of education. By blending our learning structures and using tools for AFL to support and guide scaffoldings for inquiry, we are for the first time in a position to offer a classroom that is truly differentiated and flexible to every student’s needs. This flexibility gives space for students to express themselves and use creativity in their approaches, to develop important social and professional skill sets and to be guided by inspiration and inquiry. This subsequently allows students to take ownership of not just their education but their position in the world, allowing them to develop into true global citizens.

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