This paper expands upon previous research conducted on the effectiveness of implementing Microsoft MovieMaker (a digital video editing program) into the classroom.  Sixty-one graduate and twenty undergraduate students from King’s College and Rowan University took part in this study.  Using the MovieMaker software to design student created tutorials on material learned in class, participants uploaded finished movie tutorials to the Internet-based website “You Tube” with the goal of providing classmates with a distance education learning program.  With the ability to create and upload coursework using graphics and animation, new opportunities exist for teachers and trainers to expand their teaching methodologies while catering to a variety of learning styles.  The purpose of this study was to investigate student perceptions of the effectiveness of the You Tube tutorial project on their learning so that a future educational workshop to teach the basics of creating and uploading student video tutorials may be implemented.  A survey containing both quantitative and qualitative components was administered at the completion of the You Tube project to assess student perceptions of this teaching strategy. Quantitative analysis involved the use of frequencies and descriptive statistics, while qualitative analysis consisted of grouping open-ended responses into the following themes:  1. Application of You Tube; 2. Major Strengths of the You Tube Project in the Learning Process; 3. Instructor Effectiveness in the Learning Process; and 4. Suggestions for Improvement to Enhance Learning.   Results showed that the You Tube tutorial methodology had a significant positive effect on perceived student learning.

An understanding of the relationships among the integration of computer technology by women educators in higher education and effective teaching could have a significant impact on education. Pennsylvania Universities and Colleges have made their commitment to educational technology and provided support for the implementation of such technology. Currently, we have little empirical evidence to show that the use of computer technology by women educators actually does improve learning. Incumbent upon this commitment to educational technology, women educators have a right to ask if their investment of time and effort in learning how to use and implement the technology will produce significant benefits for their students. This research developed a survey instrument to rank statements and gain an understanding of the perceptions of women in higher education concerning the integration of computer technology and teacher effectiveness. The methods used to develop the instrument involved the analysis of relevant research, construction of appropriate items, identification of the population sample, validity and reliability, and pilot testing. The population under study was limited to two Colleges and one University in Northeastern Pennsylvania during the spring and fall semesters of 2007. The results indicated that the women surveyed felt teacher effectiveness is most strongly associated with the availability of technology tools to collect data for the purposes of instructional planning.  Conversely, participants felt that teacher effectiveness was not strongly associated with lesson sequences that integrate technology resources, implementation of procedures consistent with school policies that protect the privacy of electronic student data, and demonstration of ethical behaviors regarding the use of technology.