Michael Cacciatore Intro to Radio and Television 5/8/2012 Final Paper The Effect of Yo T !

e on Ed cation For recent "ears# schools have !een str $$lin$ to tr" and c t ! d$ets %hile still providin$ the sa&e ed cation that ever" child in their s"ste& deserves' C ttin$ teachers# aids# and te(t!oo)s have all $reatl" increased the a&o nt of %or) for teachers %hile ar$ a!l" red cin$ the * alit" of ed cation for the st dents' +n nli)el" ne% ed cational tool# Yo T !e# has helped schools %ho have declinin$ ! d$ets# %idenin$ achieve&ent $aps !et%een poor and rich st dents# and fe%er reso rces# all have free access to credi!le# and often pre&i &# ed cational tools' Various YouTube channels, which are basically a series of videos that are uploaded by the same user, such as Khan Academy, offer free lessons to virtually any subject and it is all available for free on their YouTube channel. tudents can pause, rewind, and watch lessons as

many times as they want! students no lon"er have to worry about the teacher movin" alon" too fast. #espite offerin" many "reat educational videos, YouTube also a vast majority of videos that are deemed inappropriate for schools, especially those in middle school and below. To combat this, YouTube has created a separate website that only has videos that are labeled by YouTube as educational. chools can still bloc$ the main YouTube site without losin" the trove of informational videos available. #espite all of this, the same was said for the overhead projector and %ower%oint when they were first invented in the late &'()*s and &'+)*s. ,ow, the overhead projector has been replaced by the computer and while %ower%oint is still very popular with many teachers, students and teachers often ta$e it for "ranted and don*t utili-e it

properly. YouTube is a fantastic educational tool for schools that have declinin" bud"ets and hi"her standards to reach and with resources such as Khan Academy, it has "reat potential to save the failin" educational system in this country, but it still has a lon" way to "o if it doesn*t want to suffer the same fate as the overhead projector and %ower%oint presentations. ,han +cade&" %as officiall" fo nded in 200- !" .al&on ,ahn %hen he reali/ed that 0adia# his co sin# %as havin$ &ath tro !le in school. After wor$ at .ohl /apital, a hed"e fund, he would tutor her remotely from his home. .hile at first, he was limited to Yahoo #oodle and a spea$erphone, ,adia be"an to "ive him helpful feedbac$, the most instrumental of which mi"ht be the su""estion that he put his instructional videos on YouTube 01illi$an2. At first, Khan himself was a s$eptic of the new video sharin" site YouTube. Kahn even said, YouTube is for do"s on s$ateboards, not for serious mathematics. 3ittle did he $now that he would chan"e the way YouTube was loo$ed at when it comes to education. #ue to limitations of YouTube at the time, he was limited to ten minute videos, but this actually turned out to be one of his stren"ths. 4e said in an interview with Ari$ia 1illi$an of .ired 1a"a-ine 5nstead of havin" to watch a () minute lecture, 6students7 could just jump in and see what 8cosecant* means. In vario s schools located in the 1os +ltos .chool 2istrict in California# ,han +cade&" is sed re$ larl" to aid in their c rric l &' 3ith ,han +cade&"# students are able to move at their own pace. Kami Thordarson, an elementary school teacher at anta 9ita :lementary, a school within the 3os Altos chool #istrict, said with Khan Academy, Those who are stru""lin" "et sur"ically tar"eted "uidance, while advanced $ids;roc$et far ahead. This year only < percent of her students were classified as avera"e or lower in end=of=year tests, down from &< percent at midyear 0Thompson2. Teachers such as Thordarson, stand up in front of >? students

and try to "et the students to learn the same material at the same pace, and it just doesn*t wor$ li$e that, advanced $ids "et bored and tune out, la""in" ones "et lost and tune out, and pretty soon half the class isn*t payin" attention 0Thompson2. .ith Khan Academy on YouTube, advanced students can move on to the ne@t lesson while la""in" $ids can reply, pause, and rewind the lesson as many times as they want or need. Accordin" to Thompson, the li"ht bulb went off for Khan when he reali-ed that the reason Khan Academy is so popular is because it is less embarrassin" when you learn privately because you can "o over somethin" that you really should $now already. Khan states that The worst time to learn somethin" is when someone is standin" over your shoulder "oin", 8#o you "et itA* Accordin" to Kahn, one of his advanta"es with his YouTube videos is that he himself never appears on the screen! That way, it doesn*t seem li$e 5*m up on a sta"e lecturin" down at you. 5t*s intimate, li$e we*re both sittin" at a table and we*re wor$in" throu"h somethin" to"ether. Kahn Academy*s real potential comes out when teachers assi"n his lectures as a homewor$ assi"nment. Kahn has received emails from teachers sayin", 84ey, you already "ave the lecture on B, Y, C, 5 don*t need to "ive the lecture anymore.* o now the lecture happens at home and the homewor$ happens in class. The teacher sees when $ids are stuc$ and when they can move on 01illi$an2. This allows teachers to pinpoint what students are havin" trouble with what, without havin" to waste time lecturin" the entire class when they are uncertain. Accordin" to their YouTube channel, Khan Academy now has three hundred and thirty thousand active subscribers and their videos have had a hundred and fifty million views on YouTube, with about two million more views each month. Even %ith channels s ch as ,han +cade&" %ith $reat ed cational videos# there are still videos that are inappropriate or hi$hl" distractin$ for st dents# especiall" those of a "o n$er a$e' 2 e to these videos# school have had no choice ! t to !loc) the site alto$ether !eca se there %as

no efficient %a" to filter the 4$ood5 videos fro& the 4!ad5 ones under the /hildren*s 5nternet %rotection 3aw, which reDuires K=&> schools use internet filters to protect children from harmful online material as a condition to receive federal financin" for technolo"y 0 trom2. 5n the past, both teachers and students have found ways to bypass the filter that was bloc$in" YouTube. Eesse pevac$, the assistant principal at the ,Y/ i chool in 1anhattan says, 5*ve tried openin" the window and loadin" the video on a laptop, or brin"in" a video in on my phone For just as$in" the $ids in my class, because there*s always some pro@y hac$ site that a student will $now how to use.5f all of those fail, he says he puts lin$s to lessons on Khan Academy, T:# tal$ videos and 4ip4u"hes4istory;on the class website, and as$s students to view them outside of school 0 trom2. Gloc$in" YouTube in schools detracts from the learnin" e@perience in schools when this happens. .hat if a student doesn*t have internet access at homeA 5t also raises the Duestion are all students reDuired to have a computer at home in order to be on the same level playin" field as those that doA 5n order to combat this, in #ecember, Hoo"le started YouTube for chools, offerin" schools the ability to pluc$ only the videos they want, scrubbed of all comments and lin$ed only to other related educational videos 0 trom2. Iifteen schools in /hica"o are part of a pilot pro"ram that is allowin" the YouTube for chools website but at the moment they only "ive access to teachers. The school district is now even considerin" "ivin" students access. Allan Iluharty, a teacher at %rosser /areer Academy in /hica"o says, 5t*s $ind of li$e bannin" boo$s, which we try to avoid. 1r. Iluharty brin"s up a "ood pointF why would a school ban student use that has loads of free, credible, and premium educational informationA Iluharty used a YouTube video to describe the concept of retro"rade motion to his classJ You can describe itFa planet movin" in one way and then all of a sudden movin" the

other wayFand the $ids will be fine with that. Gut if you can show them a video of it happenin" then they will really understand what retro"rade motion is in a much more meanin"ful way. Teachers s ch as ,aren Mensin$# a teacher at the Paradise 6alle" 7nified .chool 2istrict in .cottsdale# +ri/ona# have started created her o%n videos and postin$ the& on Yo T !e' 4.he &a)es videos of herself teachin$ so st dents %ho are a!sent can )eep p# and of classroo& activities so parents can see %hat8s $oin$ on5 9.tro&:' 0o% %ith Yo T !e# st dents don8t have to %orr" so & ch a!o t &issin$ class !eca se the" can %atch the lesson at ho&e' This can !e especiall" helpf l if tili/ed in colle$e %hen &issin$ one class can &ean &issin$ a %hole chapter or &ore' In the f t re# st dents &i$ht !e a!le to %atch a live strea& of the lect re over Yo T !e' Yo T !e alread" has live strea&s availa!le for special events s ch as concerts' ome

colle"es have already started usin" YouTube to post full len"th lectures on their channels. The Kniversity of /alifornia at Ger$ley and #avis, the Kniversity of outhern /alifornia, Vanderbilt, and ,orthwestern are just a few of the colle"es that have started usin" YouTube for educational purposes 0/ardine2. /olle"es are not the only schools that can utili-e YouTube. :ast 3a$e 4i"h chool in an #ie"o, /alifornia, uses YouTube as a way to help students prepare for ri"orous colle"e placement tests by incorporatin" selected educational videos clips into the re"ular class curriculum 0/ardine2. /ardine also states that 8Ksin" video clips or media that lets students learn coursewor$, but also e@plore beyond the assi"nment, spea$s to them on their own level. Videos available on YouTube can be used for a vast majority of usesFthey can replace lectures, help students with homewor$, reinforce what they learned in class, and even help prepare for the ri"orous standardi-ed tests that our nation has become so accustomed to.

+ccordin$ to +n s)a Mohideen of Conver$e Ma$a/ine# an ed cational technolo$" &a$a/ine# 4Yo T !e can still !e considered a %orth" teachin$ tool' 1i)e ever" other for& of ed cational tool# tho $h# it is also a do !le;ed$ed s%ord5 9Mohideen:' If not sed properl"# Yo T !e can !e a &a<or distractin$ tool# & ch &ore than a television or s&artphone' There are endless ho rs of videos that a st dent can $et lost in %hile tr"in$ to st d"# do ho&e%or)# or %rite a paper' = t even %orse# Yo T !e can also !e a so rce of non credi!le infor&ation' 7sers# %hich incl de !oth st dents and teachers & st se discretion and see if %hat the" are %atchin$ is act all" sef l# relia!le infor&ation or not' Yo T !e tries to do this %ith their Yo T !e for .chools %e!site that onl" has videos that are dee&ed ed cational availa!le' = t that is part of the pro!le& ri$ht there>%ho dee&s the videos ed cational and %hat criteria has to !e &et in order for the& to !e even considered ed cational? + video prod ced !" ,ahn +cade&" or even +=C 0e%s on Yo T !e co ld !e < st as credi!le as a video so&e $ " &ade in his !ase&ent sin$ onl" a %e!ca&# ! t %hich one is Yo T !e $oin$ to dee& as ed cational? 1any colle"e students today have used many teachin" aids in their schoolin" includin" the overhead projector, the infamous %ower%oint presentation, and websites on the internet includin" YouTube. tudents witnessed the transition from chal$board to whiteboard and from

overhead projector to a projection of the computer screen. 5n most schools now, the overhead projector is rarely used 0save for some math classes2 and the %ower%oint is another tool used to let the teacher project notes on a screen instead of writin" them down on the chal$board. The use of the %ower%oint now is very different from what was ori"inally used for. The %ower%oint was used to show pictures, dia"rams, and charts to visuali-e what they were learnin" but teachers and students misuse it so much now that it has mostly become slides with a para"raph on them which the student mindlessly copies down. .hile the overhead projector is still a "reat

tool, allowin" the teacher to write on a sin"le piece of paper and at the same time allows the entire class to see itFit is once a"ain rarely used. 5t is seen as a dinosaur in many schools due to the computer and to an e@tent, %ower%oint presentations. 5f YouTube wants to have a different fate in the classroom, then they will need to evolveFsomethin" both the %ower%oint and overhead projector have not. .ith their new YouTube for chools site, YouTube should allow individual schools what they deem as appropriate or inappropriate instead of YouTube themselves decidin". This broadens the amount of videos and adds another possible educational tool 6to7 our toolbelt 01ohideen2. YouTube may also have to open up the possibilities for students to watch a live broadcast of their professor "ivin" a lecture. This would be beneficial to students who are absent, but also to those ta$in" an online course, somethin" that has become very popular in recent years. alman Kahn is loo$in" to develop

the infrastructure so that students can teach other students 01illi$an2. .hat is most important, is that YouTube is not loo$in" to chan"e the way institutions teach! 6but7 chan"e how people learn 0Thompson2. Yo T !e is a fantastic tool for st dents and teachers %ho %ant to e(pose the&selves to the vast a&o nt of infor&ation availa!le on the %e!' 6isionaries li)e .al&an ,ahn $ive st dents %ho %ere previo sl" at a disadvanta$e a %a" to catch p' Ed cational videos on Yo T !e $ive st dents the reinforce&ent that the" need %hile learnin$ a s !<ect' 2espite !ein$ !loc)ed on the &a<orit" of schools8 co&p ters# Yo T !e is loo)in$ to chan$e that' .ill YouTube end up li$e the overhead projector and %ower%ointA They will have to evolve as fast the world and technolo"y does in order to $eep up with the chan"in" needs on students.

3or)s Cited Cardine# .ara' @Is Ed cation Read" for Yo T !e?'@ /onver"e' 21 0A 2008B n' pa$e' 3e!' 5 +pr' 2012' ChttpB//%%%'conver$e&a$'co&/edtech/Is;Ed cation;Read";For;Yo T !e'ht&l Milli)an# +ri)ia' @Ed cation =" 2isr ptionB .al&an ,ahn8s Yo T !e Revol tion'@ .ired' 0D 05 2011B n' pa$e' 3e!' 5 +pr' 2012' ChttpB//%%%'%ired'co&/epicenter/2011/05/)ahns;"o t !e; revol tion/E' Mohideen# +n sh)a' @Yo T !eB The 0e(t Ma<or Teachin$ Tool?'@ /onver"e' 18 01 2010B n' pa$e' 3e!' 5 +pr' 2012' ChttpB//%%%'conver$e&a$'co&/polic"/Yo T !e;The;0e(t;Ma<or; Teachin$;Tool;'ht&lE' .tro&# .tephanie' @Yo T !e . !tracts Rac" and Ra co s to +dd a Teachin$ Tool'@ ,ew Yor$ Times F0e% Yor)G 0H 0D 2012# n' pa$' 3e!' 5 +pr' 2012' ChttpB//%%%'n"ti&es'co&/2012/0D/10/ed cation/"o t !e;finds;a;%a";off;schools;!anned; list'ht&l?E' Tho&pson# Clive' @Io% ,han +cade&" is Chan$in$ the R les of Ed cation'@ .ired' 15 0A 2011B n' pa$e' 3e!' 5 +pr' 2012' ChttpB//%%%'%ired'co&/&a$a/ine/2011/0A/ffJ)han/all/1E'