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All software for the document camera is available on the N drive.  N:\Camera Software

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Must be downloaded to your laptop outside of the EQ network.  Install file at G:\Coredata\Curriculum\Humanities

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Screencast-O-Matic can launch from your web browser or you can download and install the full application (Windows or Mac OSX 10.7+):

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This software interacts with powerpoint to add webcam.  Does not screen record except for PPT.  Download from G:\Coredata\Curriculum\Humanities

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Download link

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Bandicam is one of the best pedagogical tools in addition to being an advanced screen recorder. I am finding it to be very helpful in this current lock-down situation due to COVID-19. It is one of the best apps available in the market at present. It has a lot of flexibility & customization tools.

Bandicam is a great program with an easy interface and many choices for video quality and settings, for both .mp4 and .avi formats. Overall, this is an excellent product.

Used for teaching during the covid outbreak. Simple ui and easy to use. Haven't tried for game recording but works well for my teaching videos

It's easier to use than other screen recording software I've used. It's ready to go after installation and has easy-to-understand options.

I sometimes HAVE A FACE TO FACE MEETINGS, SO I SET Bandicam Screen RECORD 1 HOUR BEFORE THE ZOOM MEET AND WHEN I COME BACK HOURS LATER ITS RECORDED AND ITS WAITING FOR ME.

The screen recording was very helpful and useful professionally and personally. I could catch up with forum sessions I missed and redundant training sessions.

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Try our free screen recorder. Bandicam is easy-to-use screen recording software that enables you to capture any area of your screen either as a screenshot or screencast video file.

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Busting this myth and asking: What can I do differently?

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I was at the attendance office one day towards the end of the school year, and the clerk asked me about one of the students who had been skipping class. Unbidden and almost automatically, the words came out of my mouth, "You know, the counselors for some reason decided to give me the worst class possible. How am I supposed to teach them when I have to spend so much time dealing with so many behavioral issues?"

After I left the attendance office, I reflected on what I had said and realized that I had fallen into the trap of self-pity and justification that I have decried so much in my blog posts. I basically said: If the counselors had given me better students, I would be able to teach better. I had to ask myself: Why would I say such things? Have I done everything possible to change the situation? Have I given up?

Why Would I Say Such Things?

Saying such things goes against everything I believe. I said them because I was upset with the students, the counselors, and yes, myself. But you notice that when I said those things to the attendance clerk, I did not include myself. For some reason, I felt that blaming others exonerated me from my personal responsibility for the struggles in that class. The class was super rowdy. Just getting them to settle down and keep quiet for instruction was a chore.

Each day I hoped it would get better, and sometimes it was better. But for the most part, the conflict continued. I often felt like I had to get just enough control of student behavior to enable learning. Sometimes getting them settled as a whole group seemed to take most of the period, and I often struggled to find time to give the students in need individual attention.

What Strategies Worked?

Have I done everything possible to change the situation in this class? Of course not, or the situation would have been resolved (maybe). But I have seen some improvement in behavior because I have learned specific ways to handle behavior. For example, I did the following:

Established leaders in the class who assisted other students (with completing an assignment, staying on task, etc.)

Regrouped any cliques to diminish off-task behaviors, and maintained daily routines and classroom procedures

Provided assignments with step-by-step visual and auditory directions

Prompted writing assignments with sentence stems and models

These strategies for engagement do work for the most part. But some days, my attempts at engaging and managing have resulted in bedlam. Twice now, I admit that I have resorted to trying to be louder than the students -- making me feel foolish and not helping whatsoever.

What Could I Have Done Differently?

I could have been much more firm from the beginning and not allowed a few students to impede the progress of the class. Perhaps I should have been sterner. Over the years, I have had unruly classes, and I will continue to have them. I know my teaching style does not lend itself to disciplinarian methods. I am always fine with a little bit of chaos and noise, knowing students are still productive.

Upon reflection, I was wrong to blame the counselors for putting that combination of students together in that class. How were they to know how it would work out? Most importantly, I was foolish to entertain the thought that if I had better students, I could teach more effectively.

I realized it was not about the teaching at all. It is about the learning. In truth, some of my students were being deprived because I perhaps did not do what was necessary to be successful. In hindsight, I would have redesigned the course to target students' needs instead of constantly tweaking a lesson plan made for students with more traditional skill sets.

And that's the lesson learned by me.

What are your thoughts and beliefs on the myth of having better students? Please share in the comments section below your own experiences with this myth.

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Myth-Busting: "If I Just Had Better Students" | Edutopia

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I was at the attendance office one day towards the end of the school year, and the clerk asked me about one of the students who had been skipping class. Unbidden and almost automatically, the words came out of my mouth, "You know, the counselors for some reason decided to give me the worst class possible.

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Nationswell video 5'24"

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When This School Got Rid of Homework, It Saw a Dramatic Outcome

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This is an example of a video made for Year 12 Ancient History

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This video is on Clickview because it features a current student. You will need to access your Clickview Online account to watch.

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ClickView Online allows you to watch your ClickView videos on the go. Empower teachers and students with 24hr off campus access to your school's video resources.

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Example of video feedback for Year 12 AHS

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Example using the tools and principles of flipping to give individual feedback to students in the Year 9 English Academy axample

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Below is an example of a video made for a year 11 English Class

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NOTE: I do not provide technical support related to microphones, webcams, adding music, etc. Try www.screencast-o-matic.com.