During a typical class session, I will reference 2 or 3 web sites.  I will use native Mac applications (with built-in camera) to create movies of the children for instant playback.  These are stored on the class computer or the school server for reuse where ever I am in the school.  On occasion, I have had students capable of learning the basics of video editing and slideshows.  While this is highly unusual with my students, my friend Dan Selec of the nonPariel Institute started a post-secondary school specializing in IT instruction for capable students.

I will also use Mac programs conjunction with online resources.  For example, I can easily make customized, interactive puzzles by using Photobooth to capture digital snap shots of the children, which I then upload to  JigZone.com which will, in turn, transform them into picture puzzles.  I can store puzzles in online class folders which the students can access independently.   The process, which takes under a minute, yields a finished product that engages while offering the opportunity for self observation activities  and therefore, additional metacognitive stimulation.

If I had my own classroom, I would probably be more conventional in my choice of videos for lessons.  I would probably rely on DVDs borrowed from the library.  However, in my role, I felt responsible for finding new avenues and become explore novel ways for teachers to use the computer to improve student outcomes.  I was constantly on the lookout for ways to engage kids.

It seemed to me that Youtube contained videos that seemed promising. My school district blocks Youtube which forces me to download clips at home.  You can use TeacherTube which is not blocked but is much more limited. I bundled brief (60-90 second) video clips to teach hygiene. I selected a video clip to introduce a complex skill (e.g. hygiene). I would follow this with clips drawing attention to the sub-skills (e.g. washing hands after sneezing). 

Using video clips in lessons was my key to classroom success.  The kids loved them.   I was constantly engaging individuals or small groups verbally, coaxing them to make choices, to touch the screen or use the mouse.   By observing their responses I was able to refine my selection of video clips.  I became more sensitive to the humanity of my interactions with my severely-challenge (communication) students.   Even better, the lesson format allowed all staff present to better assess the students' learning styles, knowledge and preferred style of communicating. 

Lessons involving multiple video clips are not only fun for all, but also stimulate typical social responses (laughter, verbalizing, even excited chair-bouncing).   Students are left with a very positive attitude about my presence that eventually generalizes to appropriate interpersonal exchanges both in and out of the classroom.

I might start a lesson with a clip like the (above) hippos and the dog to call attention to the topic,  then add several clips to illustrate sub-skills