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Finding Good Videoconferences
Finding a Good Videoconference Today, there are hundreds of programs available from nearly 200 content providers. What a tribute to the impact and appeal of this technology! However, it presents a challenge for receivers who must travel through the “sprawl” of providers and programs to get to really good videoconferences. Ask yourself the following questions:
Learning Standards: Utilizing learning media or materials that don’t align to state or national learning standards is simply an unacceptable strategy for teachers in the 21st century. Generally, content providers are well aware of the importance of standards and, consequently, will claim their programs are “standard-based” in marketing materials. Often, information this detailed can only be found in the teacher materials that accompany the videoconference. Some content providers make these program accompaniments available from their website. If you don’t find it there, contact the provider and ask to see the alignment. Another, quicker way to find out if a program is standards-aligned is to use an online videoconference program catalog. State Curricular Frameworks: Online catalogs and provider websites always indicate the targeted grade levels for VC programs, making it an easy “signpost” to find. What’s not so easy to determine is how accurate the grade and curriculum match actually is. Many school-based VC coordinators report that lessons aren’t always taught at the advertised grade level or that lessons aren’t actually appropriate for the advertised grade level. A videoconference is supposed to integrate into existing curriculum as either an introductory, continuing, or culminating experience. If the description sounds like an overview, the program itself probably will only scratch the topic’s surface. That will be an unsatisfactory experience for all grade levels. If you’re still not sure, contact the provider. Many are willing to work with you by customizing a program to fit your particular situation. Appropriate use of the Technology: An often overlooked criterion is whether a particular topic is worth addressing via a videoconference in the first place. Are the materials going to be presented in the same way they would if the lesson was done in a traditional classroom with existing media and resources? Or is there something unique here that the students could never experience without a videoconference? The rule of thumb used by Mary Ann Cowan, middle school social studies teacher and VC Coordinator at Saints Cyril and Methodius School, Deer Park, NY, cuts right to the chase. Cowan asks, “What will this videoconference bring to my students that I couldn’t do? If I can do this lesson myself, I can do it better and cheaper.” If you have any further questions, go here. References |
Why Use Videoconferencing?
According to Evidence of Impact by Dianna L. Newman, PhD, students tended to ask higher level questions during videoconferencing than during regular classroom discussions. In addition, when providers involved students in observation and reflection, students were more attentive and engaged. Dr. Newman also found, "Teachers noted that the use of videoconferencing supported several underlying educational principles. At least two-thirds of all teachers who used videoconferencing noted that it helped students to transfer knowledge and to develop life-long learning skills such as self-direction and responsibility, aided in creating the underlying positive affect needed for continued learning, and helped meet individual needs of students. During interviews, teachers noted that videoconferencing was a mode of instruction that could be utilized by students of all ability levels and that, if possible, they would prefer to discuss their students’ strengths and weakness with the provider ahead of the broadcast." A provider's point of view is the following: "It provides a unique learning experience, a change of pace from traditional classroom instruction. Generally speaking, students don’t like to think outside their comfort zone, but videoconferencing forces them to take a fresh look. When an expert connects and shares his or her point of view, a dialog opens. It’s re-invigorating and reengaging for the students, regardless of their age. Talking to a television is still a novel experience and, consequently, a great motivator for learning." (Gunter Grossmann, Coordinator, and Bruce Spivak, Chef Instructor, Culinary Arts Center, New York Institute of Technology) A receiver's point of view is the following: "Over the past nine years, I have heard many anecdotes about sparks in the eyes of children when they suddenly find themselves in front of the videoconference camera talking, for instance, to a real astronaut or historian. These are children who used to hide in the classroom in an attempt to blend in with the furniture, but now have suddenly found their voices. Middle school students freely tell how they feel about war, politics, terrorism and the stress of daily life in an inner city." (Maria Fico, Instructional Technology Specialist, Region One, Bronx, NY)
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