The Connected Classroom – Using Video Conferencing Technology to Enhance Teacher Training (original) (raw)
Related papers
2018
Current models for teacher education are not delivering enough teachers of sufficient quality across the developing world (UNSECO, 2015). In 2005, UNESCO suggested that ‘Training models for teachers should be reconsidered in many countries to strengthen the school-based pre-and in-service training rather than rely on lengthy traditional, institutional pre-service training’ (p3). Increasingly, modes of open and distance learning, particularly the application of accessible and affordable mobile technologies, are seen as vital to support new approaches in the large-scale provision of teacher training and development. Sustainable Development Goal Four (UNESCO, 2015), with its emphasis on the quality of the education that children receive, means that understanding the potential of mobile technologies to support teaching learning and development, has become an urgent issue. This paper will focus on innovative approaches taken by the Open University UK, to school-based preand inservice tea...
The use of interactive video in teaching teachers: an evaluation of a link with a primary school
British Journal of Educational Technology, 2002
This paper presents an evaluation of the use of videoconferencing in learning and teaching in a United Kingdom higher education institution involved in initial teacher education. Students had the opportunity to observe naturalistic teaching practices without physically being present in the classroom. The study consisted of semi-structured interviews with the co-ordinator of the link, the head of ICT services in Stranmillis University College and the teacher of the classroom being observed. Students were invited to complete an online questionnaire. The views of the students, the co-ordinator of the link, the teacher of the classroom being observed and the head of ICT services in Stranmillis University College were then triangulated to gain an overall view of the effectiveness of the videoconferencing link. Interviews suggested students benefited in terms of pedagogy. In the early stages of the project, the teacher thought it acted as a form of classroom control. Technical problems were encountered initially and camera control was modified in the light of these. The online questionnaire suggested that students viewed this experience in a positive way and were impressed with the content, technical quality, and potential benefits of the use of this example of new technologies.
The Students Experiences With Live Video-Streamed Teaching Classes
Proceedings of the 16th European Conference on e-Learning - ECEL 2017, 2017
The Bachelor's Degree Programme of Biomedical Laboratory Science at VIA Faculty of Health Sciences offers a combination of live video-streamed and traditional teaching. It is the student’s individual choice whether to attend classes on-site or to attend classes from home via live video-stream. Our previous studies revealed that the live-streamed sessions compared to on-site teaching reduced interaction and dialogue between attendants, and that the main reasons were technological issues and the teacher’s choice of teaching methods. One of our goals therefore became to develop methods and implement technology to facilitate interaction through increased technological transparency. In this paper, we present and discuss organizational and educational designs as seen from the student’s point of view. We do so by investigation of how students experience participation, interaction and technological transparency in the live video-streamed teaching sessions during a 5-year period of continuous development of technological and pedagogical solutions for live-streamed teaching. Data describing student’s experiences were gathered in a longitudinal study of four sessions from 2012 to 2017 using a qualitative method inspired from mobile probes (Ørngreen & Jørgensen, n.d.). The research results document a continuous progress in technological transparency, as the live video-streamed classes increasingly support the student’s flexibility in ways of attending and interacting in classes. The analysis shows that the students have different needs (as a learning space for individual concentration or a space for highly focused collaboration) and that the technology can meet these different needs. It also shows that there are challenges, similar to many other classrooms. In this live-stream classroom interaction is facilitated through teacher driven support, resulting in classes where students can interact and collaborate equally with on-site students. We therefore argue for a sociocultural understanding of learning as situated, mediated and distributed, which this e-learning-solution support.
Mediated Authentic Video: A Flexible Tool Supporting a Developmental Approach to Teacher Education
Journal of Learning for Development
You Tube now has more searches than Google, indicating that video is a motivating and, potentially, powerful learning tool. This paper investigates how we can embrace video to support improvements in teacher education. It will draw on innovative approaches to teacher education, developed by the Open University UK, in order to explore in more depth the potential of video. It will use case studies from three continents, and draw on research from different sources, in order to highlight the successes and the challenges. Looking across the examples presented, the paper will describe models of teacher learning and video use, and demonstrate that video can add value to teacher development activities provided that appropriate support and mediation, consistent with the pedagogy that is being promoted, is in place. Sustainable Development Goal 4 emphasizes the importance of improving the quality of the experiences that children have in school. This requires new models for teacher education, ...
L'Università di Sherbrooke offre alcuni programmi di formazione per insegnanti completamente online. Sebbene l'uso di video nei programmi di formazione degli insegnanti sia attualmente oggetto di ricerca, i modelli pedagogici attuati dai formatori in Québec sono ancora scarsamente esplorati. Il presente articolo introduce la prima fase di una ricerca che mira a comprendere -in un ambiente di apprendimento a distanzal'evoluzione delle interazioni tra insegnanti nell'analisi di video. L'articolo discute in particolare le caratteristiche dei modelli pedagogici attuati da quattro formatori che hanno partecipato alla ricerca. In primo luogo presentiamo l'analisi di questi modelli. In secondo luogo presentiamo l'analisi delle specifiche attività che utilizzano il video. Infine, una tipologia di interazioni online ci consente di caratterizzare il ruolo dei formatori. L'articolo si conclude con una riflessione sull'efficacia dei modelli pedagogici descritti e ulteriori miglioramenti da considerare.
Connected Classrooms: Videoconferencing in TESOL Teacher Preparation
The International Journal of Teaching and Learning in Higher Education, 2018
Recent technological developments have afforded a proliferation of flexible online opportunities for teacher education (e.g., Chen, 2013). Videoconferencing (VC) is one of the most effective ways to engage students in collaborative learning (Wegner, 2015), as it makes in-class interactions more feasible (Bannan-Ritland, 2002). This descriptive study discusses the online teaching of graduate students in a TESOL program from the point of view of sociocultural theory (SCT) Lantolf and Thorne (2007) and media naturalness theory (MNT) (Kock, 2011). It analyzes the use of VC as the sole medium of instruction of future ESL teachers (N=12) who participate synchronously from different locations, including on-campus and distant classrooms. The participants' exit slips, as well as post-course anonymous surveys, are analyzed to identify elements of VC that have worked well and those that present challenges. The results provide an insight into what makes VC a compelling tool for the training of ESL teachers.
INTED2016 Proceedings, 2016
In Finland the "Isoverstas" (formely ISOverkosto) network of schools coordinates the development of upper secondary distance learning services. The community actually is quite extensive with 65 member schools. In this paper we introduce the results related using synchronous and asynchronous online video resources for distance teaching. The topic is approached broadly at the level of schools and different support services as well as the pedagogical practices of individual teachers. The research data consists of wiki stories written by teachers, the interviews of selected teachers, and an online survey. Data-based content analysis was chosen as the main analysis method with the aim of highlighting the viewpoints offered by the teachers and analyzing them in the light of earlier research results. The ways of using online materials were a resource for independent learning; structured ways of learning including good practices; demonstration material to support teaching in the classroom or online; material for assignments; and flexible sharing materials for web-based courses. In the future the aim is to continue the development work and design new ways to pedagogical practices e.g. using social media software for activating students and increasing collaboration when using the Virtual classroom services. Also, the technical support will be further developed so that support personnel have possibility to administrate teachers' computer online and solve the possible problems for teachers.
Rethinking the use of video in teacher education: A holistic approach
Teaching and Teacher Education, 27, 1151-1162, 2011
Video case studies are commonly used in teacher training programmes, usually to develop one specific area of competence. The need for an integrative model that meets diverse learning objectives and competences led to a study on how to effectively use videos to guide student-teachers towards professional development. The analysis of case studies helped develop a four-pronged holistic proposal that places student-teachers in the role of both teacher and learner allowing the co-construction of teaching knowledge and the acquisition of digital competences and media literacy. This article outlines the pedagogical scheme and provides qualified evidence that supports arguments for its basis.
Teaching using video-conferencing: approaches and challenges
Proceedings of Lärarlärdom: Conference on higher education, 2016
Video-conferencing teaching removed the barrier of distance learning, and reduced studying cost. This type of learning has boosted the number of graduates in a short time at a low cost. However, the quality of education has been criticized; the literature review showed that the Community of Inquiry framework (CoI) cognitive, social, and teaching presences must be followed in order to improve the learning and teaching quality. This paper investigates the pedagogic approaches and challenges of video-conference teaching in a multi-campus environment. Two methods are used in this study; namely, literature review and case study. The literature review shows the state-of-the-practice of video-conferencing teaching in order to know the challenges in this area and providing a base for conducting the study on the field. As a result, thoughts and experiences could lead course developers and designers to alleviate issues that are present in this type of teaching. In order to have real world experience, a case study is conducted on teleeducation learning center of University of Rwanda (UR). In this center, Indian universities offer courses at the college of education learning center in the UR and to other Universities across African countries simultaneously. The data is collected through unstructured interviews, and the analysis is done using the CoI coding template which embeds the key indicators of CoI. It was found that teacher centered learning method is improved by a synergy of students centered, project based, and inquiry based learning in order to engage students to think critically and creatively. This is referred as from "sage on the stage to guide on the side."