YouTube is a popular video sharing website where users can upload, view, and share video clips. YouTube has become a popular form of Web 2.0 new media.  With the exception of content that is offensive or illegal, videos can be animations, footage of public events, personal recordings of friends-virtually anything a user wants to post. Videos can be informational, entertaining, persuasive, or purely personal.

One of an emerging class of social applications, YouTube allows users to post and tag videos, watch those posted by others, post comments in a threaded discussion format, search for content by keyword or category, and create and participate in topical groups. YouTube ties into several blogging applications, giving users a quick way to blog about a particular video and include a link to it. Users can view profiles of individuals who have posted or commented on videos, see their favorite videos, and contact them.


Video can be a powerful educational and motivational tool. However, a great deal of the medium’s power lies not in itself but in how it is used. Video is not an end in itself but a means toward achieving learning goals and objectives. Effective instructional video is not television-to-student instruction but rather teacher-to student instruction, with video as a vehicle for discovery .YouTube is increasingly being used by educators as a pedagogic resource for everything from newsworthy events from around the world to “slice-of-life” .


YouTube draws user into the experience of viewing videos and engaging with the content as commentators and creators, activities that heighten students’ visual literacy which is an important skill in today’s electronic culture. Even if most of the content on YouTube lacks an educational goal, the application encourages experimentation with new media. Many educators believe that the act of creating content is a valuable learning exercise, helping develop a deeper understanding of the subject matter and the tools used to create that content. To the extent that YouTube facilitates such creation, it has the potential to expose students to new insights and skills, as well as link them to various online communities. As a socialsoftware application, YouTube is part of a trend among Net Generation students to replace passive learning with active participation, where everyone has a voice, anyone can contribute, and the value lies less in the content itself than in the networks of learners that form around content and support one another in learning goals.


The following are some guidelines relating to the specific use of video to promote active viewing and maximize learning:

1. SEGEMENT – allow your students to watch the video in short segments

2. NOTES – videos are ideal for developing note-taking skills. Take notes on the first viewing, then rewind, replay and check them. This can be done
individually or collectively as a class discussion / brainstorming session.

3. PAUSE – Use the “pause” feature to temporarily stop the tape and allow your students to try to predict/recall what will happen next.

4. SOUND OFF – for video sequences that rely on visuals, turn the sound off and narrate. This technique works especially well for listing the steps of a

5. PICTURE OFF – use the audio clues to describe what is on screen. Compare and contrast the predictions with the actual video.

6. PREVIEW each video carefully to determine its suitability for the lesson’s objectives and student’slearning outcomes.

7. INTEGRATE the video into the overall learning experience by adding an experimental component to the lesson. Activities can be done prior to
viewing; to set the stage, review, provide background information, identify new vocabulary words, or to introduce the topic. The activity can be done
after viewing to reinforce, apply, or extend the information conveyed by the program. Often the video can serve as an introduction or motivator for the
hands-on activity to come.

8. CUT – use online video editors like or to capture the concepts that are most relevant for your lesson topic. It is often
unnecessary and time-consuming to screen a program in its entirety. When previewing a program, look for segments particularly relevant or useful to the
lesson or activity planned.

9. FOCUS – give students a specific responsibility while viewing. Introduce the video with a question, things to look for, unfamiliar vocabulary, or an activity that will make the program’s content more clear or meaningful. By charging students with specific viewing responsibilities, teachers can keep students “on task” and direct the learning experience to the lesson’s objectives. Be sure and follow-up during and after viewing the tape.

10. AFTER – when students have viewed the video consider; what interested them? What didn’t they understand? How can you relate the program to their
experiences and feelings? Ask the students to add comments / blog on the video. How can you validate and appreciate diverse reactions to the material?