JSET ejournal
Teacher
Education
Associate Editor Column
Sean Smith
Online Video Conferencing: An Application to Teacher Education
Given the current efforts to enhance the access of students
with disabilities to the general curriculum, it is easy to argue
that the teacher training needs are becoming more complicated
as they are expected to meet the diverse needs of all learners.
To compound this challenge, data reported in the 23rd Annual
Report to Congress (Office of Special Education Programs, 2002)
projects teacher shortages in special education to grow exponentially
over the next decade. For general education, there is a similar
need, which is further complicated by a growing demand for general
educators who have the skills to meet the needs of all students,
especially those with disabilities. To address these shortages,
many state departments of education (SEAs), institutions of higher
education (IHEs), and local education agencies (LEAs) are exploring
alternatives to prepare preservice teacher education students
in both general and special education. Now, this is all well
and good but how does it apply to technology and teacher education?
Current efforts to meet the demand for more teachers have resulted
in the development of alternative routes for certification programs
(ARC). Today, there are at least 41 states plus the District
of Columbia that have over 117 ARC programs available for degreed
persons who want a license to teach (Rosenberg & Sindelar,
2002). ARC programs do not fit a specific mode but instead, they
simply are not a standard certificate program (Darling-Hammond,
2001). However, the one constant amongst these programs that
continues to get increased attention is the application of technology,
specifically the Internet, in meeting the training needs of participants.
The application of the Internet does not offer a specific structure
but instead, varies from program to program. Some ARCs may employ
an Internet-based management system (i.e., WebCT) that allows
the entire course to be offered via the World Wide Web (Web).
Others employ particular parts of the Internet and the related
technologies to better prepare teachers. This, of course, is
not limited to ARCs but also includes traditional IHE programs
that are increasingly integrating technologies as part of the
teacher preparation program to improve instruction as well as
meet students' needs. Regardless of the program, the Internet-based
applications are offering instructional opportunities that were
previously not available or available in a limited way that offered
challenges.
One specific Internet-based application that is altering the
way traditional teacher education and ARC programs prepare future
and current teachers is point-to-point Internet-based video conferencing.
Video conferencing is a term used to describe a system where
two or more participants, based in different physical locations,
can see and hear each other in real time (i.e., live) using special
equipment. Video conferencing is a method of performing interactive
video communications over a regular high-speed Internet connection.
Rather than having to drive to and from a remote site, video
conferencing via the Internet allows for teachers, parents, administrators,
and related educational professionals to interact without leaving
the confines of their classroom, office or building. The use
of video conferencing began in the mid 1980's as compressed video.
Although compressed video did produce an interactive video conference,
it was expensive and difficult to coordinate in a school district.
A new protocol of video communications emerged in the mid 1990's
called Internet Protocol or IP based video. Since it was introduced,
communication technologies have improved significantly. For example,
as LEAs and SEAs have invested in the Internet infrastructure
(e.g., fiber optics), the capacity to utilize technologies like
IP based video have dramatically increased. Thus, as the Internet
and its related infrastructure continues to grow and is applied
within the educational setting, so to will the ability to use
IP based video. It has become quite apparent in the last few
years that the expanding networks in school districts are able
or will be able to handle the implementation of video communications
at present, or in the very near future.
In an educational context, two commonly used videoconferencing
options are (a) desktop units and (b) roll-about units. Desktop
units allow participants to communicate with each other
via their PCs in conjunction with special hardware and software.
This medium is most appropriate for one-to-one or small group
use. The quality of picture and sound can also be limiting depending
upon the PC and related video equipment. However, it does offer
options as well as potential solutions for in-service training,
collaborative student projects, and peer mentoring.
Roll-abouts are all-in-one, dedicated mobile packages
contained within a cabinet or cart that can easily be moved from
room to room connecting via the room's Internet port. Generally,
this unit includes one or two monitors housed on top of the cabinet
and a camera. Depending upon the camera and its capacity the
unit might also include an audio system with an echo canceller
and audio suppresser to combat any sound interference. Regardless,
the unit is mobile between rooms and allows for further group
interaction. The quality is often better than a desktop unit,
however, it is usually more expensive. Unlike the desktop camera,
the mobile unit offers access to an entire classroom. Users at
remote site can often control the camera allowing teachers to
view an entire class or focus in on a specific student and his
or her work. For example, a university supervisor could remain
in his or her office observing a student teacher at a remote
site. If the supervisor was interested in what a student or group
of students were engaged in, he/she could focus directly on this
group, observe the interaction and then view the entire class
without anyone at the remote site being aware of what was being
done. Thus, without interrupting the student teacher's class,
a supervisor could literally move about the room observing each
student to understand how effective the lesson was being implemented.
Roll-abouts can also be permanently fixed in a dedicated classroom
as well.
Factors to Consider for Implementation
There are several factors, which must be considered in order
to decide if you are a capable of executing video communications.
The intention here is to offer the framework necessary, however,
although your facility may not currently have this structure,
the reality is that current growth in Internet infrastructure
will probably result in this access within the next several years.
First, if schools are interested in participating in this technology
they must have access to a high-speed Internet connection.
Unfortunately, dial-up modems will not suffice for this operation
and the related connection necessary to convey the point-to-point
video. Again, for most schools as well as all institutions of
higher education throughout the country, access to a high-speed
Internet connection is not or soon will not be an issue.
Second, schools need to have enough bandwidth directly related
to their Internet connection. For example, if your facility has
a dial-up connection, you do not have enough bandwidth for video
communications. However, if you have high-speed Internet connectivity,
you may have more bandwidth than dial-up users, but not enough
to execute high quality video communications. Bandwidth is the
amount of information that can be passed through the Internet
cables coming into your building. Video conferencing requires
at least 384 kilobits of bandwidth for a quality, point-to-point
connection. If you want to do a multipoint conference, for example,
if you want to connect to three sites at the same time, then
it requires 384 kilobits per site. So, you would need at least
1.5 megabits of bandwidth for a successful connection. It is
important to note that the signal is only as strong as its weakest
link. That means, that if you have enough bandwidth but the site
you are connecting to does not, then your conference will not
be of high quality.
The third component is a critical one and an issue that might
present a challenge for some districts. It involves whether you
can get access through the LEAs firewall. Firewalls are the barriers
that school districts use to keep destructive intruders out of
their network and computers. Network personnel are capable of
"punching holes" in the firewall to allow video communications
to be used. Depending upon the district and its willingness to
create these holes, your ability to conduct point-to-point video
conferencing will be dependent. We should note, "punching
holes" in the firewall is not unique to video conferencing.
System administrators likely will have received prior requests
for other purposes. To alleviate challenges, speak directly with
the system administrator to understand the policies in place.
Finally, besides a desktop computer and high-speed Internet access,
you will also need video conferencing cameras. Here at the University
of Kansas we have selected Polycom (see http://www.polycom.com/home/)
cameras because they were a nice balance of cost and usability.
For example, the Polycom's ViewStation 128 is considered a medium
to large video conferencing system. This is considered a base
system but has excellent audio clarity making conversations in
a variety of room setting and sizes quite easy. The voice-activated
switching focuses on the speaker, so no matter where they are
the person can be heard and understood. Another included feature
is the address book dialing as well as a simple interface that
is pushbutton driven making it easy for anyone to use. This basic
system also has the capability of four locations as well as a
voice-tracking camera that includes a track-to-preset function
which automatically focuses on the speaker.
Polycom is one of several companies that produce equipment for
IP video conferencing. To determine your equipment, check with
your state because some of the equipment distributors have established
state contracts, which enable schools, hospitals and libraries
to purchase equipment at reduce prices.
The Potential of Video Communications
Once a connection has been established in your building the
possibilities for the use of video communications is enormous.
Here at the University of Kansas, for example, the Interactive
Video Team (IVT) has worked collaboratively with student field
experiences as well as introductory courses to enhance instruction,
supervision, and overall teacher preparation.
Introduction to Exceptional Learners
Distance learning was the first practical use of video conferencing
done in the classroom. For a required Introduction to Exceptional
Learners course, though, the tables were turned just a bit.
Instead of having an instructor addressing students at multiple
sites, Dr. Earle Knowlton, an Associate Professor in the Department
of Special Education, teaches 70-100 preservice general education
teachers in a lecture hall twice a week. Like many introductory
courses, Dr. Knowlton attempts to introduce exceptionality to
these undergraduates during a very brief 16 weeks. Unfortunately,
the nature of the course, the variety of the disabilities and
the fact that a majority of these students have had limited access
to individuals with disabilities, often complicates the effectiveness
of the course. As a result, students are often left with a general
exposure to specific issues but gain limited understanding of
who these individuals are, what their specific needs are and
most important, how their needs can be met in the general education
setting. To address these concerns, Dr. Knowlton, with the assistance
of IVT, visits a classroom in the Lawrence Public Schools during
each class. With literally a push of a button, Dr. Knowlton has
access to several special education teachers and their students
with disabilities. For some classes, the preservice teachers
simply observe a master teacher working with students with disabilities.
Other class sessions allow the teacher and the student with the
disability to interact with the 70 or so preservice teacher education
students. The child with a disability loves to hear 70 or so
individuals in chorus say hello. For example, Curtis a
fifth grader with attention deficit hyperactivity disorder as
well as a hearing impairment visited one afternoon with the class.
As preservice students asked questions, Curtis listened (with
the help of his Cochlear Implant) and then answered. If the question
involved instruction, Curtis and his teacher might demonstrate
a specific strategy that he has learned to use to accommodate
his learning. With the appropriate permissions, Dr. Knowlton
can videotape a session and thus reuse portions that are instructionally
appropriate for future classes. The outcome is that preservice
students can observe a master teacher in action and interact
with individuals with specific disabilities without leaving their
college classroom. For the instructor, he is not limited by a
textbook but can ensure that all preservice students observe
best practice implemented by master teachers and facilitate this
interaction. Thus, video conferencing allows entire classrooms
of undergraduates to observe one single student or a classroom
from the University. Considering that both undergraduate and
graduate students need to have several field experiences, video
conferencing has the potential to limit the challenges in direct
observations while offering consistent observations of qualified
teachers.
Supervision of Field Placements
A culminating experience for many preservice teacher education
students is a student internship in a P-12 classroom. While internships
vary, all are supervised by an IHE representative to ensure the
preservice teacher is learning and practicing the skills that
will make him or her an effective teacher. Professors who supervise
student teachers at the University of Kansas are required to
visit the schools of their interns and observe them in the field
throughout the 20-week experience. The School of Education has
recently explored the possibility of using video conferencing
to do their observations of students in the field. For example,
in the Shawnee Mission School District (approximately 45 minutes
from the Lawrence, KS, campus) student teachers are being observed
in person as well as via the IP video conferencing. Instead of
spending 90 minutes in a car traveling to and from the elementary
school building, faculty members can remain in their office or
at least within the School of Education building and spend the
90 minutes observing student teachers at multiple sites. Most
important, the technology allows the supervisor to roam the classroom
focusing on specific students or watching the entire class at
work without interrupting the lesson. In person, the ability
to walk throughout the room looking over the shoulder of students
without interrupting his or her work is a challenge. With the
IP video conferencing, this is easily done without knowledge
of the student or the teacher. Individual conferences can continue
to be held after the end of the lesson and students have left
the room. The fact that travel time has been eliminated, classroom
observations can be increased allowing supervisors multiple opportunities
to observe the student intern at work.
Conclusion
Advanced information technologies, like the Internet, continue
to expand what we can do in the preparation of teachers. Whether
complementing current efforts or altering pedagogy for the better,
the Internet has a role that appears to only expand. As LEAs
and IHEs continue to examine alternative ways to prepare future
teachers, the application of IP video conferencing in this process
should only improve. Similarly, as the technology and related
infrastructure becomes further accessible, the ability to implement
IP video conferencing will only improve for LEAs and IHEs.
References
Darling-Hammond, L. (2001). The right to learn: A blueprint
for creating schools that work. Jossey-Bass: New York.
Rosenberg, M., & Sindelar, P. (2002). The proliferation
alternative routes to certification in special education: A critical
review of the literature. Arlington, VA: .National Clearinghouse
for Professions in Special Education.
U. S. Department of Education (2002). Twenty-third Annual
Report to Congress on Implementation of the Individuals with
Disabilities Education Act. Washington, DC: USDOE.
If you have ideas or would like to submit illustrations of ways your teacher preparation program integrates technology, please feel free to contact Sean Smith at seanj@ukans.edu.