Use of screencasts and podcasts in the classroom environment for instruction aims at promoting computer-aided instruction. While using these methods in education has become popular not only because of their ease as an adaptive technology but also as a supplementary source of learning, professors find it easy to give assignments and inspect them without necessarily moving around the classroom or physical interaction with the students. Factors such as distance learning and student motivation call for a mode of instruction which is as useful as the traditional classroom instruction method, and which should enable the student to learn at their own pace. Screencasting is used to capture user actions with its screen narration and is applied in creating student tutorials where concepts are explained as well as demonstrated for ease of conception. Most of the screencast material is remedial since students have varying proficiency levels. A significant advantage as a mode of instruction is the fact that it is done in both audio and visual and Instagram is one such program. Screencasting applies in many areas, most of which are historical, biographical, instructive as well as social, the latter being the most common (Rodgers, 2017). When preparing for screencasts, it is necessary to consider the fact that these are instructional material and should be short and precise and it is important to do a written script before recording. Instagram, on the other hand, is an application that is used on mobile phones to capture images, both still and video onto social groups and networks. The program can integrate with all platforms of smart mobile phone operating systems. College students are among the most popular users of Instagram currently (Salomon, 2013). With statistics indicating that Instagram has a substantial youthful following, it is easy to use the application as a learning resource for libraries and colleges since it is more interactive compared to the other social sites like facebook and twitter. These adaptive technologies have been embraced throughout learning environments where the use of technology in learning is implemented since they play a crucial role in improving the learning experiences of students in universities throughout the world. The Instagram technology, for instance, helps students to keep up to date with coursework, completing and submitting assignments in time as well as to document events relating to their learning experiences, including, art, cultural experiences, environment, and even world geography and politics. The benefits of using these technologies together with the internet create an online repository from which references can be made since most of the captured information is archived on the web. Therefore, it implies that this material will be stored as an online library for retelling purposes and can be easily accessed from anywhere in the world. Using Instagram is easy and interesting at the same time. Besides uploading pictures, and videos of events, one can also use Instagram for educational purposes. Educational reasons can be like showcasing students work, feature a student of the week and capture memories of field excursions.
References
Rogers, R. (2017). Doing Web history with the Internet Archive: screencast documentaries. Internet Histories, 1(1-2), 160-172. Salomon, D. (2013). Moving on from Facebook: Using Instagram to connect with undergraduates and engage in teaching and learning. College & Research Libraries News, 74(8), 408-412.
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