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.
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I enjoyed the article “The Pedagogical Value of Videoconference Technologies”. I agree with the author’s comment th,at VC has “achieved limited success because educators, by and large, have not taken advantage of the value it offers to the traditional classroom”. As an educator, I know this is true of me, and that is why I’m taking this class.
From the first day of class, I could see how VC creates opportunities to visit places students may never experience on their own. I really liked the Alaskan sled dogs, and the perspective that could give to students. This supports what the article said about bringing educational resources that are unavailable, directly into classrooms.
The article also talks about collaborating with other professionals, and we were given the opportunity to do that yesterday with our colleagues in British Columbia.
I could also see from the first day of class that it is important to make the content of the VC relevant, and how nice it is to have visuals, especially for our friends and colleagues in other parts of the country and world. The article also talked about checking the technical elements prior to starting your VC, which we were able to do yesterday with the Read Around the Planet project.
I read “What the research says about video conferencing in teaching and learning.” This article was beneficial to me because it reminded or informed me that there is more than one type of videoconferencing. I have only worked with roll abouts systems, which by the way, I didn’t know that is what they were called. I did not know the other two systems were called desktops and room systems. The list of benefits is important to show for student learning. Student don’t just sit and listen, they are interactive and participate. Videoconferencing birngs in opportunities for students that they otherwise would not be able to have. Day 1 article, Tammy Artis
Tammy – I don’t think there’s a “right” name for these different kinds – you’ll hear different ones. I like “carts” for the mobile systems – mobile as in can move around the school vs. one that are built into a room (the “old” way to do it).
I read Interactive Videoconferencing Planting the Seeds for Global Learning and Caring. I main idea I got out of this is that as budgets get cut and we are no longer able to go on field trips we are actually able to take our kids on farther reaching field trips through VC. The idea of students making connections to peers in different parts of the world is great. However building those connections takes time and I feel that you need to meet more than once to really get some sense of the actual personalities of those you are meeting. I want to move beyond the superficial first contact.
I am going to look into the various organizations listed in the articles. It seems hard to sift through them all and narrow it done to which ones are worth the time to go through. Going through them all could be a full time job in itself. Suggestions??????
Stephanie – take advantage of me!
What topics are you interested in? What is your financial requirement? Can you do a mini-grant? What are some of your science topics? Language arts and social studies are easy to do free collaborations for…so science is a good place to use a mini-grant…
I read the article, “Lights,Camera, Action: Videoconferencing in Kindergarten”. I love how Nancy Yost, wrote this article to reflect step by step how she set up a video conference for her kindergarteners. Weather is a huge concept to teach in kindergarten, and as Yost put it so well, “Kindergartners have trouble understanding the concept of time, and distance. They don’t understand how it can be light in our region and dark else where.’ I love how she prepared her students ahead of time by actually taking them to a t.v. station, touring the weather room and allowing them to play with some of the materials and equipment used. The students then used thier classroom dramatic play area as a weather station, playing meterologist, cameraman, and production person. This gave me some really great ideas on how to set up my own videoconference, and how to prepare my students ahead of time, taking them on a tour, setting up centers that focus around the subject area , whie also maybe getting the rest of the school involved.
Today I read “The Pedagogical Value of Videoconferencing Technologies” which focused on techniques for successful implementation of video conferencing in the classroom. It also focused on the pedagogical value to the classroom as well as planning consideration and technical issues. The article stated greatest value of Videoconferencing is to bring learning resources from remote locations into the classroom with the most benefit going to those with limited resources. Videoconferencing can bring these resources that would otherwise be unavailable into the classroom and connect the content of videoconference to course curriculum being taught.
The article describes Videoconferencing as real time audio and video that allows remote locations to see and hear each other. It can happen through a device such as a Polycom or personal computer. Videoconferencing is no substitute for face to face contact but provides more opportunity for learning than the the traditional classroom alone while adhering to the content being taught. Some uses of Videoconferencing include meetings, conferences, distance learning lectures but also collaborative projects with real world connections between students and professionals such as talking with experts, engaging in debates, virtual field trips, performing for an audience, making international connections, and many others. The article also gave tips for the successful implementation which included an awareness of available content and collaborative opportunities and most importantly identifying the educational goals for the experience.
The final section of the article focused on planing considerations for content and technology make the video conference come off better. These are the considerations mentioned to consider when planing a videoconference.
Content
-provide relevant framework
-share goals expectations
-ask for outline or background material before session
-prepare specific questions before hand
-have students interact in first few minutes
-ask for graphics maps visuals to facilitate comprehension
-procedure for asking questions
Technical
-make test call ahead of time
-plan for recording session
-inform students to expect slight video audio delays
-identify cameras microphones in the room beforehand
-discuss Video Conferencing etiquette speaking volume pauses in conversation
background noise beginning ending questions
I found this article to be very helpful in preparing for my future planing of Videoconferencing experiences in my own classroom in particular the importance of connecting the videoconference to the curriculum.
I read the article “Videoconferening in Education.” This article again stresses the benefits of videoconferencing in the classroom. They are interactive, give immediate feedback, and open up a whole new world to ourselves as well as our students….what better way to engage our students and give them an active role in their learning…..great motivaters! Teachers become the facilitators as the guest experts become the teachers. This article talked about a Global Harmony Project for Middle Schoolers. I’d be interested in connecting globally with my 2nd graders as well. I’ll have to keep my eyes open to see if any opportunities become available.
Brooke Marceau
Article: What the Research Says About Video Conferencing in Teaching and Learning
In this article, I learned that there are three types of video conferencing systems. They area desktops units which involve videoconferencing one on one using a computer with one on-screen window for each site; roll-abouts systems which store all equipment in a wheeled cabinet; and room systems which include the same equipment, but housed in a permanent installation.
This article also presented key research evidence about video conferencing in teaching and learning. Benefits that I found interesting were video conferencing allows students who normally stay in the background participate more and are motivated to take part in the conference. Another benefit is that video conferencing offers an alternative outlet for expression by those students normally hampered by poor literacy skills. The last point that I took away about video conferencing and how to make it be successful is that teacher still need to set the parameters by establishing rules and etiquette for behavior. The article pointed out that video conferencing makes students monitor their own behavior. The example stated in the article was about how if they shout out or talk over one another, they cannot be understood, and therefore must alter their behavior to be able to take turns. This make me wonder if learning this turn-taking behavior for video conferencing would help students in the classroom and learn to appreciate or value what each other has to say.
I also learned what ICT stands for: information and communications technology
Brooke – FYI – that term – ICT – is pretty common in the UK and Australia/New Zealand… I’ve learned that as we’ve been VCing with them – and also seeing articles and resources on educational technology on the web from those countries…
The second article that I read was entitled “Lights, Camera, Action: Videoconferencing in Kindergarten.” This article was right up my alley. Since I teach Kindergarten and have the same time crunch issues this teacher has as well, I found that the project was still really worth the time. The weather project was a great idea to continuously collaborate with another classroom in a different part of the U.S. I really liked how well thought out the project was conducted. The teacher had to prepare her students throughout the year to be able to handle this project. The experiences they gained from being able to go on a tour at the university studio was wonderful for them, however, I would not be able to take my students to one probably close by in my district. In the article a website was listed for live webcams that they used listed by state. This was something I found that perhaps I could use in the morning with my students as well. As stated in the article, the concept of time and distance is very hard for a young kindergarten student to comprehend. The idea that another area of the world isn’t just exactly like I see it right now in front of me just blows their minds. Even though it is sunny and 75 here, it could be rainy and 58 in another part of the country or world. The use of the webcam website also would allow me to show students animals waking up at a zoo, sunrises and sunsets, and perhaps a boat out to sea. Another idea that I loved in this article was the idea of creating a dramatic play area set up as a television studio for the students. This area has mainly been removed from most Kindergarten classrooms, however, the impact it would have and the fun of exploring would be priceless. The graphing skills of my students would definitely increase and would be done with a level of excitement and fun to it. Overall, the article was a great reminder that even though we have little time with our students in 1/2 day K program, something like this could really impact them more than just doing calendar like it is laid out in a textbook…it brings it alive to the children and helps them to better understand the world concretely.
Barb Jewell Visions Day 2 article “What the Research Says About Video Conferencing in Teaching and Learning”:
One of the first points that stood out to me in this article was the fact that students learn a communication etiquette with VC in a profound way because, at times the technology simply will not work if someone is talking too loud, not loud enough, or too close to the microphone. In a face to face encounter, we could tell a student that he or she was doing these things, but they wouldn’t get actual feedback like they do in a videoconference. In other words, we can tell them and tell them, but until they experience the consequences of their own lack of communication, they won’t get it!
Furthermore, the article pointed out how students who might otherwise be hampered by poor literacy skills can achieve success because much of the interaction is through talking. However, the converse can also be true for those students who feel inhibited by being on video or having to speak in front of a group.
The article also brought up the possibility of inequality of courses when one group is actually with the teacher, and the other group is at a remote site. There could be limitations with discussion and interaction, as well as technical difficulties that hinder the quality of the learning experience.
It appeared from the article that, although there are pros and cons to videoconferencing, the research demonstrates that the pros outweigh the cons in bringing real-life experiences to students who would not otherwise be able to engage in them.
My second article, “Learning From a Distance Brings it Home,” discusses the value and potential of online learning. Though this article is a bit dated (2005) it provides a brief, yet succinct explanation as to how the new developments in technology are changing education, and it it explains, in detail, for example, how a college or high school teacher might develop an online course that would count as academic credit. The discussion continues with an explanation of virtual field trips, interactive videoconferences, and collaborative projects between schools via the internet.
I have taken several online courses in the past few years from Southwestern University. I found that having the benefit of taking the course as it fit my schedule, as well as the excellent academic presentation and access for help (via Email) when necessary, was an excellent academic experience. As I read this article, a thought that continues to silently run through my brain is that perhaps this is indeed the future of education.
Video conferencing, virtual field trips, and credited coursework, already a reality, may signal an eventual retooling of our educational system in this country. I am not implying that teachers of the future will be computers. Rather, I can see the day when a teacher teaches from a remote location, and students learn on their home computers. Teachers would share ideas and collaborate with other educators on best teaching practices without physical boundaries.
From a financial standpoint, it would seem logical. This is most likely many years away, however, since many schools in America are not blessed with the amount of technology that Berrien RESA classrooms possess. Also, tradition can be a tough barrier to overcome. It makes me wonder, however.
Mark Smith
My second article, “Planting the Seeds for Global Learning and Caring” was about how teachers around the globe are breaking away from what they know to engage in interactive videoconferencing. Collaborating with classrooms around the world is allow for learning and understanding at a much deeper level. Teachers are finding that the concept of community service is taking on a whole new meaning for their students after meeting and talking with students that have survived disasters or live in underprivileged countries. Students are seeing a need to help there peers in other countries. I could see this as a great way to help students come up with ideas for “community service” type activities on a much larger scale. These video conferences could help students form opinion papers in social studies as well. Now I just need the time and resources to make those connections to people and places that might hook my students!!!!!
I read “Interested in meeting authors using distance learning? Well, just “ASK”
As we learned today, ASK stands for Authors, Specialist, and Knowledge. Actually, many of you probably already knew that, but I didn’t! I’ve never done an ASK program. I am definitely interested in giving it a try next year. It seems to be very organized, focused, and engaging! I’m anxious to become involved with the ASK program because is automatically fits into the curriculum! It forces students to think in depth about their reading….to take it a step further. Many time students can ask/answer questions that can actually be FOUND in the book, but it’s a whole to skill to be able to digest what’s been read and then discuss and question. What a great way to prepare kids to find the message or lesson the author is trying to get across!! We work hard on this in 2nd grade!! This will be another GREAT teaching tool!!!!!!
Debbie
I want to read your article tomorrow please! I ditto your response! I really found this engaging today! Thanks friend!
The 2nd article I read was titled, “Lights, Camera, Action: Videoconferencing in Kindergarten.”
I enjoyed reading the experiences a kindergarten teacher, Nancy Yost, shared in an on going videoconference partnership with a fellow collegue in Illinois. They choose to expand their studies on weather by having the class become daily metorologists.The following activities led up to the videoconferencing experiences: 1. Setting the Stage-This involved tracking the weather via a webcam for a various states, each day seeing different types of weather climates and sites. One key concept they wanted the students to learn was how the weather changed from one region to the next, and to understand the progression of time as the morning sunrise appeared(time lapse.)This gradually began to help the students gain a better understanding of the concept of time and distance. The teachers also incorporated weather graphing skills as the students began to track data and interpret weather patterns for the various regions.
2.Kindergarten on Tour-The teacher took her class to a real televison studio to interact with the television equipment and experience what it’s like to be a real life meterologist! I have takjen my class to Curious Kids mueum and they loved seeing themselves on TV and forecasting the weather in front of the monitor!
3. The Re-enactment: In the article the teacher had her class use dramatic play to pratice their roles as weather forecasters, TV crew and producers….I would probably have my 1st graders write “scripts” and role play parts together, practicing presenting their information in small groups. Each person would be assigned a different job(camera operator, reporter, data collector,timer,etc.) for the day to share about the weather during the videoconference.
4. Show Time-Videoconference day! I liked how the classes formulated and asked questions about their weather findings, sharing visuals(weather graphs, Venn Diagrams) and learning about each others environments that they lived in. In conclusion of the project, the teachers found the technology provided the students valuable, interactive opportunities in learning about weather and so much more!
Great article to read and comprehend how to put videoconferencing into practice.
I read “Good Practice in the use of Video Conferencing” by Geoff Turrell. After reading this article, it made me flash back about how I prepare my students for a videoconference. Well in advance before the conference we discuss the conference, read the book for the conference, and brainstorm questions to be asked during the conference. I do write the questions down on note cards instead of paper. I always have my students introduce themselves before asking the question. I feel no matter how I prepare them for the conference, there may be one the likes to “clown around”. If that happens to me I remove them from the conference. This past year, the class we connected with had a student picking his nose, and goofing aroundin front of the camera. He was not removed from the camera. After the conference, I discussed with my students about how not to act in front of a camera.
In my district we are lucky enough to have a media specialist who connects us to our videoconferencing, checks the battery, adjusts the volume, and is there if we have problems. Thanks Rachel for helping us with this!!
For my further videoconferencing, I plan on making a powerpoint showing a little about our area. I will also email the teacher/author we connected with to thank them.
Good for you, Josephine – for making a teachable moment out of frustrating displays from your partner class!
John G The article that I read was Interactive Videoconferencing Planting the Seeds for Global Learning and Caring. I like what they said about how the “Idea is simple”, Interactive Videoconferencing does allow the students to interact with other students from other cities,states or even other countries. Interacting with these students or people can be very educational with the students and the instructors. This kind of interaction does and can help out with communication and social interacting skills.