Please share your responses to the readings here. What did you like about the article? How does it add to your learning? What ideas do you have from reading the article? How can you implement what you learned?
Be sure to tell me your first name so I can give you credit. Tell us which article you read as well.
Going Global: Rural Washington Students Connect With the World
This article shared a few examples of how students in elementary schools were involved in Global Art Projects. One of the projects was called, “A Sense of Family” and second grade students drew pictures of their families and then mailed them to each other. It was very cool to see how the children noticed similarities between their artwork.
Can you see doing this with your students, Laurie? How would you adapt it for young 5s?
Reading “Room with a View,” talks about the different types of connections available and what is the best way for school districts to provide communication networks with their existing facilities and programs.
Did you learn anything new, Alyssa? Did the reading raise any questions about your setup?
“Interested in meeting authors using distance learning? Well, just “ASK”
If you are interested in getting your students actively involved in their reading, sign up for an ASK program! This article describes the ASK, Authors, Specialist and Knowledge program. How it began, what it is all about, past topics covered, how it is funded, technology involved, and how to participate are all topics briefly described in this article. I have personally participated with my students in two ASK programs, “Cracker Jackson” where we interviewed people who worked at a domestic violence shelter, and “Monkey Island” where we interviewed people who worked with homeless individuals and families. My students gained a sense of empathy and these programs opened their eyes to people who faced difficult situations and how they were able to cope. The interviews brought the situations presented in the book to life and I was amazed at the questions that my students had about what they had been reading. The ASK programs truly bring books to life and engaged the students actively in what they read. Try one, you won’t be disappointed!
Nice little plug for ASK programs Rachele!!
This seems like the ideal situation for videoconferencing, because the teachers were able to meet and get to know each other first, then use vc’s to extend their connection to one another. As the principal said, “It’s about building relationships.” Once a relationship is established, creating and implementing a vc would be easier. I think it is harder to establish that relationship without the actual visit happening first. However, once a relationship w/ a building is created, it seems it would be easy to sustain through regular contact, and then the possibilities for dynamic exchanges would really surface. This begs the question: how do we establish those relationships? I think maybe this is where Janine comes in.
I often wonder what is the ratio between American schools who want international connections and international sites interested in connecting to the States. Seems like there are more of us and fewer of them… or is that a misperception?
You’re exactly right, Angie – there are way more of us in the US than schools outside with VC. However, UK and Canada are growing quickly – so they are the best bet for international connections.
You’re right that I’m here to help you build the relationship and find the person. You’ll also learn “CAPspace” later this week to get you started on finding your own partners as well….
After reading the Becta ICT Research article, I feel even more excited about learning how to conduct video conferences. It lists several benefits – general, for students, for teachers, in initial teacher training and for students with special educational needs. The article goes on to share an explanation of findings on the results of video conferencing. Many studies have found that students react positively to VC. Students who are normally hampered in school activities by poor literacy skills have been reported to be very active in participants, eager to communicate. However, all students may not react positively to the experience. Interactivity needs to be facilitated by teachers and careful planning should take place in order to allow for effective communication during a VC. One comment that particularly sticks with me is that video conferencing affects styles of teaching more than learning. The author goes on to say that teachers should receive formal training in overcoming the challenges of the medium.
Nice review, Shannon. So, do you think that you’re starting to learn how to “overcome the challenges of the medium”? What do you see as the challenges so far?
“Middle School Videoconferencing Fosters Global Citizenship”
This particular article highlighted some of the videoconferencing experiences at Eastview Middle School in White Plains, New York. The article stated that in a “quality” videoconference, the teacher would be the “facilitator,” the expert is the leader of the session, and the students are ACTIVE participants in their own learning! I emphasized “active” because it seemed like the students at this school truly became involved in world issues. For example, the 8th Grade Health students received a first-hand account of what it feels like to live with HIV as they spoke with HIV-positive students in South Africa. The Eastview Middle School students were so inspired by their interviews that they decided to raise money in order to sponsor a vegetable garden for a school in Johannesburg, South Africa! Talk about becoming ACTIVE in learning! WOW! I could only hope that a videoconference would inspire my own students to take on a similar service project outside of our local community. The article mentioned how videoconferencing is a powerful tool that can be used to “change the way we deliver information to students.” An interview with HIV-positive students in South Africa is a perfect example of bringing a classroom concept to life and giving the students a vivid picture of a disease that textbooks just cannot do justice in describing.
This is an amazing school, isn’t it!? It’s neat when kids get inspired for sure. Hopefully this week you’ll get a taste of some of the possibilities you can bring to your students!
Janine
I have read only the first two micro print pages from “learning from the Pros,” but was taken in by success with animation. If I had more know-how and support, that is something I’d like to do with my films classes. The comments about students listening to someone who gets paid in that field resonates with me. It is difficult to get students to polish any work in recent years, especially when doing video work. (However, I do not have the skills to help, nor does our school have the equipment or support.) The professional (or college student) giving feedback to the local students seemed to really motivate the students in the article. I also liked the idea that the kids have to earn the pro’s interaction by first critiquing other students himself. ACME could explode in my face, however, unless I learn a whole lot more!
Jo – that’s an amazing scenario, isn’t it?! Maybe a way to start is finding an expert in film – someone who works in the field – to talk to your students… or even a college student in the field. Is this something you might want to try next year?
Janine
“Videoconferencing in Education” told about the experiences in Eastview Middle School in White Plains, NY. There were many educational benefits: The interactive nature is the perfect fit for the social nature of adolescents. It fostered leadership, global citizenship, and emotional intelligence. They connected with twelve countries. Coordinators helped make collaborative projects where the students could engage in meaningful dialogue. Putting a face on certain issues such as HIV motivated students to take action and resulted in a fund raiser. All of these opportunities require careful planning, research, teacher training, time, money, equipment. Human interaction is motivational.
Boy, you’re right there about the work it takes to pull these off, Sue! But I’m hoping that this week we’ll be able to put some pieces in place for your Spanish videoconferences for next year.
Janine
This morning I enjoyed perusing “Good Practice in the use of Video Conferencing,” by Geoff Turrell, Director of ATHENA. Essentially, the article is a listing of the practical applications and How To’s of Video Conferencing. He includes helpful subheadings, such as “The Key to Successful Video Conferencing is in the Planning” and “Well Before the Session,” etc. Thus, the article reads like a list and is rather easy to read; I think it would be handy to have when preparing for or planning an actual VC. According to Turrell, there are six basic steps to successful planning of a VC, which he enumerates right at the beginning of the piece. One interesting bit I learned from this, for instance, is that teachers must ask parent permission before including students in VCs, as students will be seen/heard by others, in other places.
Overall, I found his article valuable–a good read and a good guide for us all.
Thanks,
Jamie C.
Jamie – some places have real issues with the parent permission – especially the UK – I think they had some early bad experiences with VC. However, in our area it varies. Some districts include a release form in the fall registration; others use a release form only if the VC will be recorded. So it definitely varies. You could ask Nancy if this has been an issue in your district. I don’t think it has.
Janine
In the article titled “TWICE Connects Readers Across America Via Two-Way Videoconferencing”, Glascow and Zoellmer explain the way a group of Michigan educators, under the direction of Berrien RESA coordinator Janine Lim, developed and expanded the use of videoconferences to enhance student learning. This project includes Read Across America which has grown from five local schools in 2001 to schools from more than eighteen states participating in reading and project sharing around the country.
This article is a useful guide to how teachers can benefit from videoconferences. Although it is a general introduction to the process, there are websites and contact information to help even a beginner get started.
It’s also an old article, Hermina! We need to write another one – last year we had 1700 classes in 5 countries and 20 or 30 states…. so it’s big!!
Janine
Virtual field trips are a great way for students and teachers to learn how to communicate with other people from other states and other areas. This is others ways to learn things ideas for very little cost. Teachers are able to share ideas and thougts with other collegeues that they could only dream about years ago. Now students are able to see things, talk to other students, and experience things with a touch of a computer and a technology devices. The possiblities are endless. What a wonderful opportunity for our future leaders.
Melissa
Which article did you read, Melissa? Did you have any ideas for your classroom?
This is a general information article about “Videoconferencing”. It introduces the reader to the benefits of this process as well as the technical steps to a successful VC. I have done VC’s four times now with students ranging from freshman to senior students and all classes enjoyed the sessions. My students wrote and asked questions of people on panels covering themes in the literature we studied. Apart from the logistics of the setup, which our technology and media specialists handled, we were able to prepare for this during classtime. I found rehearsals beforehand very useful, especially for the younger students. We did follow up discussions after the VC and I was pleasantly surprised at how much the students observed and absorbed. It truly enhanced learning and long term memory.