Screencasts as web-based learning method for math students on upper primary school RADIM ŠPILKA, MARTINA MANċNOVÁ Faculty of Education University of Hradec Kralove Rokitanskeho 62, 500 03 Hradec Kralove CZECH REPUBLIC radim.spilka@uhk.cz, martina.manenova@uhk.cz http://www.uhk.cz Abstract: - The paper presents an innovative use of information and communication technologies in the teaching process. This is specifically a pilot verification research of classroom teaching method, when educational screencasts are created and students are studying a new educational videos. The students study at home and then discuss the contemporary matter and possible explanations and exercises at school. Pedagogical experiment and questionnaire survey were used as a basic research method to obtain feedback in the experimental group. There were no statistically significant differences in the results of experimental and control group, screencasts based on questionnaire survey were created in the opinion of students understandable for further research the interpretation of the subject matter should be slower the pupils managed to perceive better the steps of interpretation. Key-Words: - screencast, web-based learning, flipped classroom, pedagogical experiment, math teaching 1 Introduction Media create one of the most powerful forces in young people’s lives. Today school pupils and students spend average of more than 7½ hours a day, seven days a week with computer. This means that they spend more time in the front of the display with any other activity except possibly sleep. Watching TV shows, playing video games, listening songs visiting websites is an enormous part of young people lives, offering a constant stream of messages from all sectors of human activity. Understanding the role of media in young people’s lives is a great opportunity for the entire education sector [1]. The pervasive nature of high-speed data connections fill phones tablet devices has transformed environment, in which students use multiple devices to simultaneously stream information about the source, entertainment and status updates virtually non-stop. What should a teacher do with all of the computing power that constantly surrounds our students [2]? Especially math teacher has a difficult situation. Learning mathematics requires a certain degree of concentration, which is quite difficult for today's generation of students of secondary level of primary school. We can follow along the way, the shift of the teaching of mathematics in the online environment. 2 Theoretical bases 2.1 Screencasting Technology of screencasting is used to capture each action a user performs the topic on computer screen, which is accompanied by audio narration. Voice is describing what the user does on the screen. Screencasting is well suited for software tutorials and demonstrating basic concepts. It allows students to learn at their own pace and in their own learning style. Screencasts are well adapted for classes with students who have different levels of knowledge of the subject. Students who would find the material remedial can choose not to view the screencasts while other students, who find the material very challenging can view them several times and rewind them when they need repeated information. This technology is effective for both visual and auditory learners as there is video and narration that is less complicated than written directions [3]. There is a large number of commercial and freeware software that allows you to handle audio and video track effectively. When making a presentation using screencasting software the presenter is forced to perform the demonstration in a step by step manner describing every action he is performing on the screen. Users of the screencasting software can cut out all worthless expressions and noises and wasted motions reducing the time and increasing the quality