YouTube: Educational Potentials and Pitfalls
Abstract
The instructional potential of video technology in the classroom is promising, especially in light of the 21st Century Learning Framework (Siegle, 2009 Siegle, D. 2009. Literacy in the 21st century: The fourth r-video recording. Gifted Child Today, 32(2): 14–19. [Crossref] , [Google Scholar]). Studies show positive gains in student outcomes as a result of the integration of video technology in instruction. This article explores potential uses of YouTube as an instructional aid in lessons and in planning. Emphasis is placed on using YouTube directly in social studies instruction and as a teaching resource in elementary classrooms. Attention is also given to the evaluation of YouTube videos. This article discusses the potential challenges of using YouTube in the classroom and offers suggestions for overcoming those challenges.
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The potential use of video technology can affect student learning when teachers use YouTube videos directly as part of instruction to introduce new concepts and to explain concepts during main or close instruction.
“However, this potential use of video technology can affect student learning when teachers use YouTube videos directly as apart of instruction to introduce new concepts and to explain concepts during main or close instruction (Jones & Cuthrell, 2011).”
From Teaching and Learning Science Using YouTube Videos and Discovery Learning in Primary School (2020) · cites this paper as Jones & Cuthrell, 2011
Integration of YouTube videos increases students' achievement in learning.
“The integration of YouTube videos in the learning process supports students' engagement and results in enhancing students' participation in the classroom (Sherer & Shea, 2011) and increasing students' achievement in learning (Jones & Cuthrell, 2011).”
From Teaching and Learning Science Using YouTube Videos and Discovery Learning in Primary School (2020) · cites this paper as Jones & Cuthrell, 2011
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- Authors
- Jones, T., & Cuthrell, K.
- Affiliations
- East Carolina University (US)
- Venue
- Computers in the Schools
- Publisher
- Informa UK Limited
- Published
- 2011-03-14
- Volume
- 28
- Issue
- 1
- Pages
- 75-85
- ISSN
- 0738-0569 (ISSN-L)
- 1528-7033
- OpenAlex
- W2048798254
- Cited by
- 220
- References
- 23
- Citations by year
- 2026: 7 · 2025: 7 · 2024: 12 · 2023: 23 · 2022: 20 · 2021: 25 · 2020: 26 · 2019: 17 · 2018: 16 · 2017: 8 · 2016: 11 · 2015: 12 · 2014: 9 · 2013: 16 · 2012: 9
- FWCI
- 55.12
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Computers in the Schools (publishedVersion)
- Topics
- Social Sciences › Education › Education and Technology Integration
- Physical Sciences › Computer Science › Information Systems › Educational Technology in Learning
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Literacy, Media, and Education
- Keywords
- YouTube, social studies education, primary education, instructional planning, video-based assessment, educational technology challenges
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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