Screencast videos are most often associated with flipped classroom instruction. However, Doceri’s 2012/13 End of Year Survey found that Doceri teachers use screencasts in the classroom in a variety of ways.

Nearly 60 percent of Doceri teachers ‘sent the whiteboard home’ with students via screencasts that were viewed both in class and at home. Of those who created screencasts, more than two-thirds said they were flipping their classrooms – this represents 28 percent of all those surveyed.

30 percent said they create screencasts specifically for students to review the material that had been presented. Some create prepared lessons for a substitute teacher to present; others record lectures for review – or for access by students who may be absent. All in all, Doceri screencast videos are used in the classroom by 20 percent of respondents.

How Teachers Use Doceri Screencasts. Source: Doceri May 2013 Survey

Danielle Johnston said Doceri “has made being on maternity leave so much easier because my substitute has an iPad and can use the lessons that I’ve prepared previously.”

David Mercer, MD is assistant program director for the Nuclear Medicine Technology Program at Salem State University in Massachusetts. Mercer says he doesn’t feel as pressured to cover all the material in class as he did before using Doceri. “I can go in depth for one or two topics, and all others can be viewed online,” he says. “This leaves more time for in-class activities.”

Getting students involved with the technology has also proven to be a positive engagement strategy, with 13 percent of teachers reporting that their students had created group projects using Doceri.

Though still a new concept, teachers around the world are implementing the flipped classroom model. While the flipped classroom certainly isn’t all about the video, the ability to easily create video screencasts has been a strong catalyst for the rapid adoption of the flipped classroom model.

Teachers like Linda Muhlhauser of Murrieta Mesa High School in Murrieta California have found that implementing a flipped classroom model has made a big difference this past year. “Students can ‘pause me’ and review the content again,” says Muhlhauser. “They have created their own lessons and taught them to other students- this raises the bar in terms of their own knowledge of the content.”

As flipped classroom experts Jonathan Bergmann and Aaron Sams point out in their ISTE-sponsored book Flip Your Classroom, “for the better part of a decade, educators have been told to provide personalized education for each student.” They go on to point out a key question: “Exactly how can a teacher personalize the education of so many kids?”

The flipped classroom model offers a solution to the question of how to scale the personalization of education. And using Doceri, teachers create that personalized education for the types of students that Bergmann and Sams identify in their book: the struggling students, the over scheduled students, and the students who get by with superficial learning.

Kimberly Laabs teaches math at San Marin High School in Novato. She says “the students are more attentive because they are watching a video with my voice and my writing. They know that their teacher is talking to them – I am not sending them to someone else for instruction.”

Doceri allows the teacher to reach out beyond the classroom in a variety of ways, personally.

Download the full report, Doceri: Helping Teachers Get a Clearer View of the Classroom