Three Part Model for Integrating Videoconferencing into the Curriculum
After having worked with videoconferencing in education since 1998, and
participating in thousands of videoconferences, we have come up with a
model that seems to work well to integrate this new technology into the
existing curriculums of schools. The key to a successful experience is
meticulous preparation on the part of the teacher. The model has three
parts:
Part 1 - Before the Videoconference Event
Before the actual videoconference event (virtual field trip, class, workshop, etc.), prepare students by introducing them to videoconferencing protocol. For young students, teachers may actually have them practice introducing themselves and speaking loudly and clearly into a microphone. Introduce students to the content by having them research information on the web, at the library, or by emailing the presenter in advance. Have students come up with thoughtful questions and make sure they write them down, so that they can read them during the videoconference itself. If possible, contact the presenter beforehand to make sure that the content he/she will present is consistent with the goals of the lesson. The videoconference should be part of a process that leads to the production of a product on the part of the students such as a report, a story, a PowerPoint presentation, or a project of some type. The teacher should work with the presenter to make sure that this will occur. The best possible scenario is for teachers to videoconference themselves with the presenter BEFORE the student event takes place. This is not always possible, but most cultural institutions have web pages, and many include lesson plans for their videoconferences on their sites. Teachers should take the time to visit these sites and download the lessons. The better prepared the students are, the better the videoconference will go and the more learning will take place.
Part 2 - During the Videoconference Event
Make sure that students are seated and in place approximately 10 minutes before the start of the program. Decide on a procedure for students to ask questions. Students should never be left unsupervised during a videoconference unless arrangements for this have been made beforehand and all parties are aware of proper etiquette and protocol. Microphones should be muted unless someone at your site wishes to speak. Background noise can be irritating to presenters and other sites participating, and if the conference is voice-activated, the camera will go to the site even if the sound is just a chair scraping along the floor or papers rustling. Make sure the students understand that they will be responsible for doing something concrete (doing a project) with the information that they get during the videoconference.
Part 3 - After the Videoconference Event
After
the videoconference, go over the assignment with the students. Fill out
the evaluation of the videoconference and
send it to the presenter or to the agency that arranged for it to happen
(in our case, CSD). Review what happened during the videoconference with
the students and ask them to explain what they learned and how they will
make use of it in their work. Collect student projects and evaluate them.
If possible, schedule another videoconference with the presenter
so that students can share their projects and get valuable feedback.
If another videoconference with the presenter is not possible, see if
you can schedule a videoconference with the other participating
sites (usually other schools) to share student work. Students'
performance is often raised when they know that their work will be presented
to an outside source other than the teacher.
