THE IMPACT OF YOUTUBE IN THE ONLINE CLASSROOM: 15 STUDENTS ONLINE OBSERVATION

Jose L Fulgencio

Abstract


YouTube videos are a sensation for cat lovers and people who need to catch up on music videos. What about in the online classroom environment? Does inserting a YouTube video in the online discussion board have any impact on the students learning? How can you measure YouTube’s effectiveness of students learning through the online discussion board? Technology integration methods such as TPACK (Technology Pedagogical Content Knowledge), SAMR (Substitute, Augmentation, Modification, and Redefinition), and Ed Tech Quintet, and the Digital Native vs. Digital Immigrant debate is ways to measure the effectiveness of technology in the classroom. However, scholars have argued the ineffectiveness of TPACK and the digital native argument. The roundtable discussion focuses on the effectiveness of YouTube videos in online discussion boards from an intro Political Science American Federal Government online course at the University of Central Oklahoma. Online discussion board student answers will be analyzed to determine if YouTube associated with the online discussion board were effective.  YouTube videos are a sensation for cat lovers and people who need to catch up on music videos. What about in the online classroom environment? Does inserting a YouTube video in the online discussion board have any impact on the students learning? How can you measure YouTube’s effectiveness of students learning through the online discussion board? Technology integration methods such as TPACK (Technology Pedagogical Content Knowledge), SAMR (Substitute, Augmentation, Modification, and Redefinition), and Ed Tech Quintet, and the Digital Native vs. Digital Immigrant debate is ways to measure the effectiveness of technology in the classroom. However, scholars have argued the ineffectiveness of TPACK and the digital native argument. The roundtable discussion focuses on the effectiveness of YouTube videos in online discussion boards from an intro Political Science American Federal Government online course at the University of Central Oklahoma. Online discussion board student answers will be analyzed to determine if YouTube associated with the online discussion board were effective.  

References


Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content

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Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920.

Teachers College Press: NY.

Mishra, P., & Koehler, M. J. (2008, March). Introducing technological pedagogical content

knowledge. In annual meeting of the American Educational Research Association (pp. 1-16).


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