Policy Issues Regarding the Instructional and Educational Use of Videoconferencing

The purpose of this chapter is to identify policy issues for videoconferencing at the elementary through college levels. As videoconferencing becomes a part of our educational landscape in schools across the country, it is important to understand what policy implications need to be addressed in regards to this educational resource. Issues such as ownership, content, and access are some of the areas that suggest policy discussion. Federal, state, and international policies that guide the use of videoconferencing will be discussed. In sum, this chapter attempts to investigate policy issues and trends related to videoconferencing that informs the educational (PreK-12), business (training), and academic (Higher Education) communities that use this resource.

Infrastructure For Videoconferncing

Due to the increases in connectivity capacities prevalent in our nation’s schools, educational administrators are utilizing a variety of resources in their classrooms including the interactive videoconferencing. For videoconferencing to be successful, however, planning for technological infrastructure must occur prior to program implementation. It is important for both schools and providers to be aware of the infrastructure requirements needed in order to provide students with knowledge and learning via videoconference experiences. The purpose of this chapter is to identify the key components of the technological infrastructure needed to support videoconferencing within K-12 the schools such as connectivity needs and essential hardware requirements including computers, cameras, audio essentials, and operating controls, in addition, the chapter provides in easy to read language, an overview of many of the key technical terms used in the videoconferencing literature and provides teachers with a graphical display of use.

Designing, Assessing and Scaffolding Student Learning in Videoconferences

This chapter provides a three-step framework for improving student learning in videoconferencing. Using the Understanding by Design Model, educators can design videoconferencing instruction that focus on specific student learning. As they pre-assess their curriculum and instruction goals and shape the videoconference plan, as they assess students’ learning pre, during and after the videoconference, and scaffold the learning to meet these goals and assessment needs, they will automatically build in structured, successful learning experience. While discussing the transfer of the Understanding by Design Model to videoconferencing settings, the author provides specific examples of each step of this process that will help other educators use the system in their own instructional practices.

Videoconferencing and the K-12 Classroom

This chapter introduces the concept of videoconferencing in K-12 education by providing an overview of what it is and why it should be used. Key terms are defined and an over view of benefits to uses presented. When discussing “What is videoconferencing?” six types of videoconferences frequently found in K-12 educational settings are described and the key roles of stakeholders introduced. These six types include point-to-point or provider-classroom videoconferencing, collaborative classroom videoconferencing, multipoint videoconferencing, mass audience or electronic fieldtrips videoconferencing, homebound videoconferencing, and one-to-one videoconferencing. Potential benefits of each type also are presented. Following this discussion, the author discusses “Why do it?” by addressed in lay language the results of multiple studies that have documented the benefits of K-12 videoconferencing from the points of view of teachers, students, and providers.

The Real World Buffalo

Videoconferencing is one form of distance learning that can enhance teacher education programs by linking students in higher education with Pre-K–12 schools. As part of a Preparing Tomorrow’s Teachers to use Technology grant (PT3), a teacher education program utilized distance learning to link college classes with an urban school. Mediated observations of specific literacy practices were integrated into a traditional introductory literacy course. Preservice teachers observed urban teachers teaching literacy. Immediately following these observations, the preservice teachers were granted the opportunity to reflect on the lesson by conversing with the teachers via distance learning. Initial findings suggest students acquired positive attitudes toward teaching in urban classrooms and preferred this virtual field experience to a traditional in-school placement.

From Concept to Conference

This chapter discusses various points of view of the process of developing of a videoconferencing lesson that focuses on an architectural landmark, the Solomon R. Guggenheim Museum. The lesson was the result of collaboration among provider educators from the Solomon R. Guggenheim Museum, and three teachers. The project involved a working partnership that lasted a year and a half, culminating with the launch of the videoconference lesson. Information on establishing the goals, developing the program, and assessing outcomes are provided. This chapter includes input from the museum and from teachers at participating schools about the collaboration process and its value to participants.

Leading the Art of the Conference

The purpose of this chapter is to examine the role of leadership in interactive videoconferencing. Interactive videoconferencing provides the opportunity for schools to bring content area experts from anywhere in the world into the classroom to engage students in real time learning. The effective integration of interactive videoconferencing into classroom practice requires leadership. This leadership is rooted in a belief in providing world-class student-centered learning through interactive videoconferencing. It is a vision that is results driven in terms of measuring student learning and realized through instructional leadership that is committed to collaboration, professional development, appropriate technical support and infrastructure, and the use of research to support practice.

Use and Perceptions of External Content Providers

This chapter presents the process of videoconferencing with external providers from the teacher’s side of the camera. It overviews the steps necessary to conduct a videoconference including how to contact and select external providers, and as well as how to prepare, conduct, and follow up on a videoconference. It carefully examines how to develop lasting relationships with experts in the field and how to use their resources to create an interactive research based classroom environment. For classroom teachers, videoconferencing is a relatively new educational tool and the extent of its implementation is constantly expanding and virtually endless. Utilizing examples of specific experiences the chapter provides the reader with an overview of videoconferences that exist and can be used by P-12 educators.

Taking Videoconferencing To The Next Level

The Virtual Outreach Program at the Michigan State University Museum progressed through three stages of videoconference program development while taking museum resources on the virtual “road.” This chapter documents the shift from an experts-based model to one focused on learning content through object-based learning and dynamic inquiry in a collaborative community. Revisions in pedagogy, philosophy, and content are explored at each level and supported by the literature and best practice standards that shaped these changes. Throughout, the museum virtual field trip is presented as a partnership between the classroom, museum experts, and distance-learning providers, working together to create meaningful virtual learning experiences for K-12 students.

Videoconferencing

This chapter introduces ways in which videoconferencing can be used to support professional development provided to educators. It looks at the ways in which adults learn, the need for quality professional development in education, and the different types of professional development being provided. It then goes on to discuss ways in which videoconferencing can be used to make the transfer of knowledge more effective. After reading this chapter educators will be able to identify ways in which they can utilize videoconferencing to make professional development more beneficial and cost efficient. It also shows educators how they can breakaway from ineffective traditional modes of providing in-service training and move toward more high quality, comprehensive, and embedded professional development, which addresses individual needs of teachers and buildings.