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Current Research
Interactive Videoconferencing
in Education
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| 2007 |
New
Virtual Field Trips Expand School's Ability to View World
(Press Release), by J. P. Ellery, telegram.com, posted January
4, 2007,
Accessed from Wainhouse Research
http://www.wrplatinum.com/Content.aspx?CID=6735
Videoconferencing may provide worldwide education possibilities
for students at Quaboag Regional Middle-High School. "The sky
is definitely the limit," said Michael B. Rooney, principal
of the school serving West Brookfield and Warren. "We did a
test connection with London. It's face-to-face real-time video
and audio." |
Local
Eighth Graders Speak to Governor through Live Video (Press
Release), by Aldrich M. Tan, The Northwestern, January 5, 2007.
Accessed from Wainhouse Research
http://www.wrplatinum.com/Content.aspx?CID=6737
The re-elected state governor and First Lady Jessica Doyle spoke
to students in the distance-learning lab at Oshkosh West High
School from Waunakee Community Middle School through live video.
It was the first time an Oshkosh school participated in a videoconference
with the governor. Students from Waunakee, Strum and Mosinee
also spoke to the governor through videoconferencing.
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Interactive
Video Technologies Releases Free, Do-It-Yourself Application
for Video Webcasting, Podcasting Interactive Video Technologies,
January 18, 2007.
Accessed from Wainhouse Research.
http://www.wrplatinum.com/Content.aspx?CID=6792
IVT has made available IVT Studio, a free, simple do-it-yourself
video webcasting applications that enables users to rapidly
create, distribute and archive professional video podcasts and
webcasts from their desktop. |
Videoconferencing
Allows Long Distance Teaching at CHS (Press Release), by
Kathryn F. Pichard, The Clarke County Democrat, posted January
18, 2007.
Accessed from Wainhouse Research
http://www.wrplatinum.com/Content.aspx?CID=6801
Open house was recently held at the new videoconferencing
lab at Coffeeville High School. Implementing the lab at CHS
was possible, thanks to an ACCESS Distance Learning Expansion
Site grant of $93,656. |
Videoconferencing
Helps S. Jersey Girl Stay In School (Press Release), by
KYW Newsradio, 1060 Philadelphia, posted January 19, 2007.
Accessed from Wainhouse Research
http://www.wrplatinum.com/Content.aspx?CID=6795
Video conferencing has helped a Gloucester County,
NJ girl with a potentially deadly illness stay on top of her
classes and even allows her to interact with students and teachers
while remaining homebound. |
VC Alberta.ca, website accessed July 31, 2007. Alberta,
Canada
http://vcalberta.ca/index.cfm
"VCAlberta.ca is an Alberta resource for all things videoconferencing.
It helps you find and connect to other sites in the Alberta
learning system. VCAlberta.ca provides advice on the videoconferencing
standards in Alberta and answers questions on how to effectively
conduct many different kinds of videoconferences…" Best Practices
videos, research reports and summary videos. |
2006 |
Emerging,
Converging Collaboration Solutions for K-12 Learning Communities:
The Benefits of Conferencing, Collaboration, and Presence
Through IP Technologies, by Alan D. Greenberg, Wainhouse
Research, May 2006
http://www.wrplatinum.com/Content.aspx?CID=5650
Emerging, Converging Collaboration Solutions for K-12 Learning
Communities is a new white paper that explores the latest phase
of multimedia communications technologies for education. It
discusses the features and benefits of converged collaboration
solutions, showing how they can be applied to improve communications
among all stakeholders while also enhancing educational opportunities
for both teachers and learners. |
Resources
for K-12 Videoconferencing, Northwest Regional Educational
Laboratory, Digital Bridges,
Accessed from website June, 2006
http://www.netc.org/digitalbridges/resources/index.php
Access and Opportunity:
Policy Options for Interactive Video in K-12 Education,
Donald C. Holznagel, Northwest Regional Educational Laboratory,
August 2003
Educators attending a symposium provided a comprehensive picture
of the current state of practice in interactive videoconferencing
(IVC) in K-12 education, and identified many lessons and understandings
from their common experiences.
Video 1: Promising
Practices in K-12 Videoconferencing
This video provides information to help teachers and curriculum
planners who are responsible for designing and delivering
courses and other classroom activities using videoconferencing
technology. The video highlights eight schools using this
technology for course delivery and classroom extensions. Interviews
with educators already using videoconferencing provide useful
tips. (27 min.)
Video 2: Issues for K-12 Decision makers
This video is targeted primarily at administrators
and other decision makers responsible for funding, staffing,
and developing strategies for applying videoconferencing technology
in K-12 schools. Featured are interviews with superintendents,
principals, and trainers experienced in using this technology
who discuss the pros and cons of videoconferencing in K-12
education. (27 min.)
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Taking
the Wraps off Videoconferencing in the U.S. Classroom: A
State-by-State Analysis, by Alan Greenberg, Wainhouse
Research, July 2006
http://www.wrplatinum.com/BekijkSamenvatting.asp?Inhoudsnummer=5912
Not many people realize that almost 25% of U.S. public schools
have group videoconferencing systems, and that almost 1% of
all classrooms have group systems - not counting PC-based technologies.
Penetration varies widely state by state, and this white paper
- sponsored by TANDBERG - ranks each state by total classrooms
and by percentages of schools with videoconferencing. It discusses
leaders and laggards, the impact of the Internet2's SEGP program,
and funding sources, as well as past and future waves of adoption.
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Immersive
Real-Time Professional Development for Science Teachers: A Collaboration
between NASA, The Franklin Institute and UMBC, by Karen
Elinich, Director of Educational Technology, The Franklin Institute,
MAGPI, 2006
newsweaver.co.uk/magpik20/e_article000717517.cfm?x=b11,0,w
"The Franklin Institute Science Museum has a long history of
providing innovative professional development experiences for
K-12 science teachers. Over the past decade, those experiences
have increasingly made use of new technologies. This Fall, the
Institute partnered with the University of Maryland Baltimore
County (UMBC) and the University of Pennsylvania (Penn) to develop
a program that enabled teachers to interact with scientists
in real-time while also engaging with real science data sets
and cutting-edge visualizations of them." |
Integrating Point-to-Point Videoconferencing Into Professional
Development of Rural Elementary School Science Teachers,
by Leonard Annetta and Daniel Dickerson, Contemporary Issues
in Technology and Science Teacher Education, Vol. 6 Issue 4
[2006]
http://www.citejournal.org/vol6/iss4/science/article1.cfm
"This study investigated the effectiveness of using point-to-point
videoconferencing for a 3-day professional development workshop
of elementary school science teachers as part of the Science
Co-op Project in rural Missouri. The intentions of this exploratory
case study were to provide an overview of the program and to
assess the degree to which participating teachers perceived
the effective use of distance education technologies to address
the challenge of reaching teachers in rural, isolated areas."
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2005 |
Distance
Education Courses for Public Elementary and Secondary School
Students: 2002-03, National Center for Education Statistics,
March 2005
http://nces.ed.gov/surveys/frss/publications/2005010
"…the Office of Educational Technology in the U.S. Department
of Education requested the "Distance Education Courses for Public
Elementary and Secondary School Students" survey to collect
and analyze nationally representative data on technology-based
distance education in public elementary and secondary school
districts. It provides baseline data, gathered for the 2002-03
12-month school year, on the prevalence of technology-based
distance education courses across the nation, as well as estimated
enrollments of public elementary and secondary school students
in these distance education courses. It also identifies the
types of technologies most commonly used for delivering distance
education courses…" |
Evaluating
Interactive Television Courses: An Identification of Factors
Associated with Student Satisfaction, by Kenneth D. Royal,
Kelly D. Bradley, G. T. Lineberry, University of Kentucky, Summer
2005
http://www.westga.edu/~distance/ojdla/summer82/royal82.htm
This paper evaluates Interactive Television (ITV) Engineering
courses, Statics and Dynamics, from the perspective of host-site
students. The study took place at the University of Kentucky
during the Spring 2004 semester utilizing survey methods to
identify factors that are influential in determining students'
satisfaction with a particular course. Although the literature
is divided between host-site and remote-site students' satisfaction,
this research focuses purely on the host-site perspective. Given
the study's focus on host-site students, as well as undergraduate
engineers, it is relevant to the growing literature on distance
education. Results suggest that ITV course satisfaction depends
largely on the nature of the course and course content, the
instructor, accessibility of information, and technical equipment
consistency. |
North Carolina School of Science and Mathematics Distance
Learning Department, Student Evaluation in Distance Learning
Courses, 2-Year Study, 2003-2005, by Darlene L. Haught,
September 2005
http://www.dlt.ncssm.edu/distance_learning/forms/NCSSM_DL_Course_Eval_Rep_03-05.pdf
"…The purpose of this study is to evaluate the success of the
courses taught in Distance Learning by looking at student performance.
One component of course success is reflected through student
achievement-course grades and, where appropriate, AP scores….
A second component of Distance Learning course success is reflected
through student satisfaction...This report will look at specific
factors that provide valuable insight to this distance learning
programming." |
Videoconferencing
K-12: The State of the Art, by Scott Merrick, Innovate,
Fischler School of Education and Human Services at Nova Southeastern
University, Oct/Nov. 2005
http://www.innovateonline.info/index.php?view=article&id=24
Interactive videoconferencing (IVC) is gaining
support among a growing number of teachers, administrators,
and technologists. Scott Merrick examines the benefits and potential
uses of IVC in the K-12 classroom. IVC provides educators with
access to a rich array of supplemental resources, enables students
to interact with experts to whom they would normally have no
access, and gives parents a novel opportunity to become involved
in their children's' learning through archived video clips on
the school Web site. Merrick provides examples of such systems
in use at various K-12 institutions, resources for collaborative
opportunities, a literature review that provides instructors
with cutting-edge research on IVC's educational applications,
and budgetary suggestions to make these possibilities a reality.
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Innovative
Teaching: Sharing Expertise through Videoconferencing, by
Michael Lück and Gerard Michael Laurence, Innovate, Fischler
School of Education and Human Services at Nova Southeastern
University, Oct/Nov 2005
http://www.innovateonline.info/index.php?view=article&id=59&action=article
Guest lectures are a valuable resource in higher education.
However, shrinking budgets make it difficult to bring in experts
from remote areas of the globe. Videoconferencing, Michael Lück
and Gerald Laurence believe, may be a cost-effective way to
bring experts to the classroom. Lück and Laurence describe their
2003 study that formally evaluated the educational benefits
of videoconferencing. They also developed, along with their
research partner Smart Technologies, two technology solutions
to help instructors manage a videoconference event and share
presentation materials more easily. While they identify some
technical glitches, they conclude that videoconferencing provides
an excellent, cost-effective learning opportunity that benefits
students, instructors, and their institutions. |
Defining
Best Practices in Distance Professional Development: Lessons
Learned from a National Videoconferencing Project, R.L.
Rider and D.D. Manning (USA), ACTA Press, 2005.
www.actapress.com/PaperInfo.aspx?PaperID=21572
"It is becoming increasingly difficult for schools in the United
States to recruit and retain Mathematics and Science educators
in all grade levels. Many schools are filling positions with
temporarily licensed individuals while trying to hire subject
licensed professionals. This severe educator shortage, along
with increased budget cuts to government supported schools,
led to a collaboratively developed project between The College
of Education at East Carolina University in North Carolina and
the National Center for Supercomputing Applications at the University
of Illinois Urbana-Champaign in Illinois funded by the National
Science Foundation (NSF). This paper will highlight the lessons
learned from implementing a videoconferencing staff development
program between different states including barriers to be overcome
to achieve the goals set forth in this project. "
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Project
VIEW: Teaching Through Teleconferencing Affords Boundless Learning
Opportunities, Seeds of Innovation, Professional Development
Resources from the Technology Innovation Challenge Grant Program,
2000-2005.
www.iaete.org/challenge/spot.cfm?&pid=91
"…Imagine, just for a moment, seventh-grade students throughout
the state of New York, putting down their textbooks, stepping
back in time, marching across the Saratoga National Battlefield,
peering around the imposing stone walls of Fort Ticonderoga,
and asking a uniformed Revolutionary War soldier-who is perhaps
not that much older than they are-what it was like to defend
his home territory against the British…."
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Videoconferencing
for Primary and Secondary Schools-Where Are We?, by Scott
Merrick, Tandberg, December 2005.
http://www.tandberg.com/collateral/white_papers/whitepaper_videoconferencing_for_primary_and
_secondary_schools.pdf
"To most educators Interactive Videoconferencing (IVC) in the
classroom still qualifies as a cutting-edge innovation. However,
to a growing group of teachers, administrators and technologists,
IVC is rapidly becoming a tool as pervasive and accessible as
the Internet itself. This whitepaper will highlight numerous
advantages that IVC provides for teachers in Primary and Secondary
education, identify resources for teachers interested in learning
what it is all about, and assess the current potential of videoconferencing
for implementation on a wider scale by Primary and Secondary
teachers."
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World's
Youth Connect through Global Nomads Group: An Interview with
GNG's David Macquart, by James L. Morrison and David Macquart,
Innovate, Fischler School of Education and Human Services at
Nova Southeastern University, 2005
http://www.innovateonline.info/index.php?view=article&id=219&action=article
Editor-in-chief James L. Morrison talks with
David Macquart, co-founder of the Global Nomads Group (GNG),
a group dedicated to improving children's cultural understanding
by bringing the world into the classroom using videoconferencing
technology. GNG moderates video conferences between K-12 classes
in different countries, organizes virtual lectures, and produces
"webumentaries" on historical and cultural sites around the
world. Macquart discusses the aims, history, and future of the
organization as well as the technical requirements for undertaking
this global project. |
2004 |
Navigating
the Sea of Research on Videoconferencing-Based Distance Education:
A Platform for Understanding Research into the Technology's
Effectiveness and Value, by Allan Greenberg, Wainhouse Research,
February 2004
http://www.wrplatinum.com/BekijkSamenvatting.asp?Inhoudsnummer=906
This white paper summarizes a representative subset of recent
research on interactive videoconferencing for distance education.
The paper illustrates the fact that the past decade has witnessed
a tremendous amount of distance education research, with a smaller
but growing body of work specifically on videoconferencing's
use in education. As the use of videoconferencing has expanded,
educators, researchers, technology providers, analysts and others
have increasingly sought to answer questions such as: " Is interactive
videoconferencing as effective as the traditional classroom
for delivering instruction? " What are the unique capabilities
this technology brings to the table - for student interaction,
for wider participation, and for collaboration among dispersed
groups of students and educators? " Do the benefits of videoconferencing
justify the up-front cost of adopting the technology? " How
might videoconferencing be best used to take full advantage
of the technology's capabilities? |
Pedagogy & Videoconferencing: Adapting new technologies in
the classroom, Buffalo Trail Public Schools, August 2004
http://www.vcalberta.ca/community/PedagogyAndVideoconferencingnotes.pdf
This presentation represents a compilation and summary of ideas
from various resources and authors. The purpose is to provide
an overview of the current best practices and a look at some
of the issues related to delivering curriculum using new technologies
such as videoconferencing and other means of distance delivery.
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The
Promise and the Power of Distance Learning in Rural Education,
by Vicki Hobbs, Rural Trust Policy Brief Series on Rural Education,
August 2004
http://www.ruraledu.org/site/c.beJMIZOCIrH/b.1389103/apps/s/content.asp?ct=1336987
"…This paper focuses on the applicability and potential of two-interactive
television for small and rural K-12 schools as a primary asset
in improving educational access and equity and calls for the
adoption of enlightened distance learning policies and guidelines
at the state and local levels…" |
Making Long Distance Relationships Work,
by Amy J. Good, Katherine A. O'Connor, and Eric F. Luce, Meridian:
A Middle School Computer Technologies Journal, Raleigh, NC,
Summer 2004.
http://www.ncsu.edu/meridian/sum2004/relationships/
"Many barriers can make it difficult for middle school teachers
to collaborate about curriculum and instruction. The authors
offer an approach for teaching the social studies through telecollaboration
that mitigates some of these obstacles. This paper includes
facets of telecollaboration, a rationale, a program design,
and advice for middle school teachers wanting to develop telecollaborative
partnerships."
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What the Research Says About Video Conferencing
in Teaching and Learning, by Becta
- ICT Research, United Kingdom, June 7, 2004.
http://publications.becta.org.uk/display.cfm?resID=25801
This report is based on an analysis of research into the use made of video conferencing and its impact on teaching and learning. It summarizes the key findings and suggests resources for further reading.
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Assessing
the Needs of K-12 Audiences in Synchronous Educational Videoconferencing,
by Peter G. Haydock, Jason A. Dennison, Milwaukee Public Museum,
2004.
http://www.dlt.ncssm.edu/distance_learning/forms/AssessNeedsInIVC.pdf
"In Spring 2004, the Education and Public Programming
Department at the Milwaukee Public Museum conducted an international
survey of educational videoconferencing professionals, K-12
educators and content providers delivering programs specifically
geared to the K-12 audience. The survey was designed to identify
general attitudes and trends in synchronous educational videoconferencing.
The findings indicate that content providers and videoconferencing
participants have many similarities in their descriptions of
videoconferencing interactivity. However, certain significant
differences are present. The subjective definition of 'interactivity'
complicates the process of program design and delivery for content
providers. The principal focus of this paper examines the similarities
and differences these stakeholders state in defining interactivity."
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Professional Development: A Rural School District's
Experience with Videoconferencing, by Karen Fiege, Kim Peacock,
David Geelan, University of Alberta, Canada, Society for Information
Technology and Teacher Education International Conference (SITE),
2004
http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=14758
The Rural Advanced Community of Learners (RACOL) project undertook an initiative to develop broadband synchronous and asynchronous technologies to a rural school district in northern Alberta, Canada. Relying on the recently installed Alberta SuperNet (a high-speed broadband network), the Virtual Presence Learning Environment (VPLE) classrooms were built using various digital and videoconferencing technologies.
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Video Conferencing in the Classroom Project,
Becta, United Kingdom, accessed 2007
http://partners.becta.org.uk/index.php?section=rh&catcode=_re_rp_02&rid=13659
"The reports below presents findings from an evaluation of the project over the period of approximately a school year. The study, commissioned by the DfES, explores the relationship between the use of video conferencing technologies and their impact (both actual and potential) on pupils' attainment and attitudes to school, and on teachers' practices."
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2003 |
Best
Practices in Live Content Acquisition by Distance Learning Organizations:
Enhancing the Primary and Secondary School Classroom by Tapping
Content Resources via Two-Way Interactive Video, by
Alan Greenberg and Russ Colbert, Wainhouse Research, September
2003
http://www.wrplatinum.com/BekijkSamenvatting.asp?Inhoudsnummer=909
This Best Practices guide is based on interviews with numerous
content providers, content recipients, and content brokers who
utilize two-way, interactive videoconferencing as a means of
enhancing students' educational experience. The guide's focus
is on the primary and secondary school levels because a) these
are the grade levels in which the greatest amount of new, ground-breaking
activity has been taking place recently; and b) instructors,
administrators, and technicians in these organizations have
been asking for just such a guide. |
2002 |
Interactive
Videoconferencing:, for K-12 Interactive National Symposium
for Interactive Videoconferencing, October 2002
http://neirtec.terc.edu/K12vc/resources/litpolicy.pdf
A Literature Review,
by Marilyn J. Heath, Donald Holznagel
Abstract: Three of the Regional Technology in Education Consortia,
funded by the US Department of Education, are collaborating
in a national effort to obtain and synthesize the knowledge
of educators experienced in the use of the interactive videoconferencing
medium in a variety of settings. It is the intention of this
collaboration that a combination of resources will be developed
to create a useful body of knowledge to support decision-making
processes. This literature review is one such resource and
is intended to support planning for the use of IVC in K-12
educational settings by identifying and presenting findings
from relevant research studies.
A Policy Issues Review,
by Kirk deFord, K. Victoria Dimock
Abstract: Three of the Regional Technology in Education Consortia,
funded by the US Department of Education, are collaborating
in a national effort to obtain and synthesize knowledge of
educators experienced in the use of the interactive videoconferencing
medium in K-12 settings. It is the intention of this collaboration
that a combination of resources will be developed to crate
a useful body of knowledge to support decision-makers. This
policy issues review is one such resource and is intended
to support planning and implementation of the use of IVC in
K-12 education settings by identifying major policy categories
and providing samples and examples to guide those developing
or revising such policies.
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