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students becoming powerful consumers of education and demanding up-to-date interesting and interactive models of teaching and support.

Hall (2010) acknowledges that there are benefits to technological approaches in teaching and learning, but rejects the idea that technology is a “panacea” for the netgen (net generation). Skiba (2007, p.100), however, strongly argues that these emerging technologies “will transform the way nursing education is offered” in the future.

Today's students are experienced in digital interaction from an increasingly early age

The first benefit to using YouTube in teaching and learning is that it is a recognised tool from the digital environment of the netgen

already being used as both an informal and formal learning tool by many

it can be accessed anywhere at any time.

students can engage with their learning at a time and place to suit them.

YouTube as a tool in the classroom can lead to increased engagement in several key ways.

keeps students' attention focused. This is especially pertinent in the digital era with the reducing attention span

visual methods of delivery is an established method of keeping material ‘memorable’

Therefore our students no longer need to trudge to the library and join a waiting list to access a suitable supporting material.

Kellner and Kim 2009 Kellner, D., Kim, G., 2009. YouTube, Critical Pedagogy and Media Activism: An Articulation. Accessed online at http://gseis.ucla.edu/faculty/kellner/2009_essays.html.Kellner and Kim (2009) confirm that UTers (YouTube users) who responded to a video either through text comments or video responses showed higher motivation in the discussion.

ouTube offers a medium to provide multiple viewpoints to provoke comparison within the lecture environment .

YouTube opens the door to find alternative representations of anything you might want to say

Freeman and Chapman, 2007 B. Freeman and S. Chapman, Is “YouTube” telling or selling you something? Tobacco content on the YouTube video-sharing website, Tobacco Control 16 (2007), pp. 207–210. Full Text via CrossRef | View Record in Scopus | Cited By in Scopus (27)Freeman and Chapman (2007) point to the risk of YouTube being used as a mode of subversive advertising and report on a wide range of underhand tactics used by tobacco companies to sponsor their products.

Kellner and Kim 2009 Kellner, D., Kim, G., 2009. YouTube, Critical Pedagogy and Media Activism: An Articulation. Accessed online at http://gseis.ucla

Therefore the role of the lecturer is to stimulate discussion

They describe this as the: ‘process of video postings as self education, UTers thus practice the pedagogy of learning-by-doing as “performative pedagogy” that they effectively engage in their everyday lives as a fundamental process of meaning-making’ (Kellner and Kim, 2009, p. 15).

Good techniques to use are presenting alternative sides of arguments and allowing discussions about the appropriateness of choices.

YouTube is a resource of user-generated content with no quality regulation

education is one of the most fundamentally revolutionary acts.

he power or the perceived power of education and it’s threat even in relation to the most influential and powerful in all of the land.

I still am holding on to Alex telling us to challenge our assumptions about online learning and what it means. I think that should spill over to everything if we really want to affect change in this world and in the field of education. What are we assuming? What can be changed? What seems like it’s either a precursor or indispensable even if this may not be the case at all?

Understanding history and using it is cheating in a way. A good type of cheating. We can stand on the work of those before us and take the best or the most appropriate for our time. We can use a historical perspective to give a voice to the voiceless of history.