N Protich
- 1. NOT FOR DISTRIBUTION N Protich – Topic: Video Conferencing Video Conferencing is an interactive video system that allows two or more people, in different locations to see and hear each other at the same time. Whether you are in the next suburb, a different state or on the other side of the world, video conferencing allows you to connect with your students, international classes or other teachers. The aim of my video was to communicate to teachers how our schools and more importantly, our classrooms are changing to meet the digital world. The video puts forward the benefits that video conferencing can have in the classroom for both the teachers and their students, helping teachers realise that as the digital world changes, so too do the learning needs of our students. With a variety of curriculum links available, the movie shows teachers that meaningful learning is still possible, if not better now, with the addition of video conferencing. Video conferencing is significant to k-6 educators as it brings a new meaning to classroom learning. With interactive classrooms on the rise, rural and remote classrooms no longer have to survive in isolation. As stated by the DET (2007), “in the next four years, all government schools in NSW will have an interactive classroom”. Students now have the opportunity to learn from different teachers and students. Teachers are also able to benefit as they discuss with other teachers over a video conference any problems, curriculum links and topics. Video conferencing can enhance students’ learning in a number of ways. By opening the classroom to a world of opportunities, teachers can expect, as stated by the DET (2007), “collaboration between schools, presentations of project work and discussions with experts such as scientists and authors”. Video conferencing with expects allows students to create their own learning experiences and therefore, enriches student learning. Students will also become more involved in their learning, motivating their own learning experiences and enhancing their cultural knowledge. Strong student relationships will also develop from video conferencing. Linking classrooms and students together will support distance learning and, as a result, as stated by Hearnshaw (2007), “video conferencing will offer a means of reassurance and social contacts for students”. Some students learn to become better communicators and develop their questioning skills, while other (shyer) students may take the chance to get more involved in the learning. This is supported by Jobe (2001) who states, “the excitement generated by the conferences help support the students’ confidence, and we were able to see an improvement in student presentations in the classroom”. The development of video conferencing in the classroom has allowed teachers to eliminate or reduce any geographical barriers that may arise. Whether the barrier is cost, weather or distance, this development provides teachers with the opportunity to still have the excursion go ahead, straight from their classroom. Video conferencing is significantly expanding our students learning opportunities by, stated by the Distance Education University (2010), “capturing the cultural context”.
- 2. NOT FOR DISTRIBUTION N Protich – Strong relationships will be fostered with the introduction of video conferencing. Students will, as stated by Cifuentes & Murphy (2000), “foster strong relationships with peers when working with other schools on collaborative projects”. Students have the opportunity to share experiences, gain a travel buddy and mentor other students. Relationships will be further encouraged as students take the chance to utilise the opinions of their peers in order to further develop their understanding. As teachers we face the complex question as to whether we can use this new technology to its full potential, getting to the heart of each student and how they experience the world emotionally, socially, sensually and intellectually. Video conferencing allows teachers to build on their students desire to, as stated by the Development Education Centre (2011), “learn, question and to build up a picture of and relationship with the world at their own level”. Therefore, video conferencing allows students to have a continuous response to learning. Many studies over the years have shown that video conferencing has proven to be a very successful classroom addition. In 2002, Arnold, Cayley and Griffith preformed ten case studies on the implementation of video conferencing in the classroom, whereby they saw many positive impacts such as, as stated by Anderson (unknown), “enhanced language learning; increased accessibility to learning opportunities and increased access to professional experience development opportunities for teachers (pg 8)”. In 2001, Yost discovered that the use of video conferencing with young students increased their understanding of technology and allowed them to gain a broader view of their environment. Teachers have the opportunity to extend their student capabilities all through video conferencing. Students will strive to learn, discover and question many different aspects of their learning. Teachers have the chance to connect students with the world and change the way they see it. Collaborate with different schools and develop student understanding and provide enriching activities. As stated by Becta (2003), “Student actions were active, conscious decisions driven by the satisfaction to attain a goal”. Therefore, in conclusion you can see that video conferencing is a beneficial addition to the classroom for both teachers and students. Although it may take some time to get used to, it has the power to inspire, connect and motivate students. What teachers do with the technology is what makes a difference; it should not be something that presents impossible barriers to learning.
- 3. NOT FOR DISTRIBUTION N Protich – Reference list: Anderson, T. (unknown). Video Conferencing Research Community of Practice. Video Conferencing in Kindergarten to Grade twelve settings. Page 8. Retrieved on: 16th February 2011. Development Education Centre. (2011). Tide: Global Learning. Accessed on: 15th February 2011. Retrieved from: http://www.tidec.org/Tidetalk/conferences/QGL%202007/primary.html Distance Education. (2010). Distance Education University. Accessed on: 15th February 2011. Retrieved from: http://www.distanceeducationuniversitye.com/effectiveness-of- videoconferencing-in-learning-long-distances.html Hankinson, K. (2010). Connections. Accessed on: 17th February 2011. Retrieved from: http://cnx.org/content/m36341/latest/ Becta. (2003). What the research says about video conferencing in teaching and learning. Assessed on: 15th February 2011. Retrieved from: www.becta.org.uk/research Jobe, H. (1999). Education World. Accessed on: 15th February 2011. Retrieved from: http://www.educationworld.com/a_curr/curr120.shtml NSW Department of Education and Training. (2007). NSW Government, Education and Training. Accessed on: 16th February 2011. Retrieved from: https://www.det.nsw.edu.au/about-us/how-we-operate/connected-classroom IVIDEO LINK: In case you have trouble accessing my ivdeo on YouTube here is the link http://www.youtube.com/watch?v=1LTXCB2Y1ZA