Connecting Astronomy Content
with Interactive Videoconferencing
 ith I t    ti Vid        f    i
          in Kindergarten...
Abstract
This interactive session explains research results from a
study about how kindergartners form meaning while
learn...
Purpose
The study’s purpose was to understand
how kindergartners make meaning using
interactive videoconferencing (IVC) te...
Participant Site
• The participant kindergarten classroom included 25 students
  (13 girls and 12 boys) a teacher and a te...
Kindergarten Classroom
IVC Photos and Artifacts
Results
The study mapped examples of the
kindergartners’ meaning making to
ki d          ’     i     ki
four tenets:
– Soc...
Meaning-making in a social context:
     International Videoconference
Cultural connections



                         Pr...
Social Context of Learning
• The students conversed about their favorite school
  subjects, their ages, the layout of thei...
Social Context of Learning
Students formed knowledge about the
remote participants’ culture as well as the
content materia...
Sign and Tool Use During the IVCs
Sign and Tool Use Through
 Sign and Tool Use During the IVCs
Mediated Activity
Students advanced their knowledge about
ast...
The Role and Importance of
 The Role and Importance of Language
Language
 During the astronomy videoconference, students
 ...
The Zone of Proximal
   Development
The Zone of Proximal
             Development
Examples of tasks students p
     p                     performed in the ZPD...
Implications for Teaching Science
1. Teachers can select science content and adapt and design
   curricula to meet the int...
It s
             It’s your turn!
• How can you integrate videoconferencing
  into your classroom?
• What kinds of IVCs do...
Thank you!
Please email me to receive a copy of
the presentation.

Debbie Piecka
dpiecka@gmail.com
Upcoming SlideShare
Loading in …5
×

Connecting Astronomy Content with Interactive Videoconferencing in Kindergarten by Debra C Burkey Piecka

655 views
542 views

Published on

This interactive session explains research results from a study about how kindergartners form meaning while learning with interactive videoconferencing in kindergarten. The presentation will move quickly through the study's research questions and methodology to a discussion about the happenings of an international partnership between Pennsylvania kindergartners and a rural British primary classroom while learning about astronomy. Topics included the Sun, planets, galaxies, stars, and Earth and its moon. Participants will view several photos that depict artifacts from the collaboration. Attendees will have the opportunity to discuss how they can design similar activities for their own classrooms.

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
655
On SlideShare
0
From Embeds
0
Number of Embeds
4
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Connecting Astronomy Content with Interactive Videoconferencing in Kindergarten by Debra C Burkey Piecka

  1. 1. Connecting Astronomy Content with Interactive Videoconferencing ith I t ti Vid f i in Kindergarten g Debra C. Burkey Piecka, Ed.D. y , Contractor, Center for Educational Technologies Wheeling Jesuit University, Wheeling, WV dpiecka@gmail.com NSTA Philadelphia, Pennsylvania p y March 19, 2010
  2. 2. Abstract This interactive session explains research results from a study about how kindergartners form meaning while learning with interactive videoconferencing in kindergarten. The presentation will move quickly through the study's research questions and methodology to a discussion about the happenings of an international partnership between Pennsylvania kindergartners and a rural British primary classroom while learning about astronomy. Topics included the Sun, planets, galaxies, stars, and Earth and g its moon. Participants will view several photos that depict artifacts from the collaboration. Attendees will have the opportunity to discuss how they can design similar activities for their own classrooms.
  3. 3. Purpose The study’s purpose was to understand how kindergartners make meaning using interactive videoconferencing (IVC) technology. Research Questions 1. What types of meanings are being formed by the 1 kindergartners during interactive videoconferences? 2. What are the nature of young children’s emerging inquiries and dialogue surrounding their use of IVC in their l i th i classroom? ?
  4. 4. Participant Site • The participant kindergarten classroom included 25 students (13 girls and 12 boys) a teacher and a teacher’s aide boys), teacher, teacher s aide. • Setting: Catholic prekindergarten – 8th grade school in Southwestern PA • 4 months of observation, October 2007-February 2008 • Participated in 7 IVCs about 1. 1 backyard birds Red data sets 2. gingerbread and puppetry were analyzed 3. bird feeders and happy holidays in the study. 4. astronomy I 5. polar worlds – penguins and polar bears 6. astronomy II y 7. shark facts and a shark story
  5. 5. Kindergarten Classroom
  6. 6. IVC Photos and Artifacts
  7. 7. Results The study mapped examples of the kindergartners’ meaning making to ki d ’ i ki four tenets: – Social context of learning – Sign and tool use during mediated g g videoconferences among the two classrooms of students, teachers, and facilitators – The role and importance of language – The zone of proximal development
  8. 8. Meaning-making in a social context: International Videoconference Cultural connections Primary classroom in England Mathematician and astronomer from a leading British Kindergarten Ki d t university i it classroom in Southwestern PA
  9. 9. Social Context of Learning • The students conversed about their favorite school subjects, their ages, the layout of their room, the location of the toilets, the Atlantic Ocean, time, weather, astronomy objects, and student-created th t bj t d t d t t d artifacts. • The participants built a rapport amongst themselves. They observed many things: school uniforms, “wellies,” differences in language accents, and the layout of their classrooms including play areas and rocket ships. d k t hi
  10. 10. Social Context of Learning Students formed knowledge about the remote participants’ culture as well as the content material to further their progress towards making them global learners while basing their understandings in the social context of their virtual learning environment. environment This outlook represented a more diverse point of view than that of just their local classroom classroom.
  11. 11. Sign and Tool Use During the IVCs
  12. 12. Sign and Tool Use Through Sign and Tool Use During the IVCs Mediated Activity Students advanced their knowledge about astronomy concepts through sign and t l t t th h i d tool use in the IVCs. They – used language skills to learn about astronomy concepts, – built a human model of the orbit patterns of the Sun, Earth, Earth and moon moon, – viewed pictures of astronomy objects, – recited the mnemonic “My Very Excellent Mother Just Served Us Noodles” to recall the names and order of the planets from the Sun, and – used a class poster to describe the moon p p phase pposter to the UK students.
  13. 13. The Role and Importance of The Role and Importance of Language Language During the astronomy videoconference, students used their language to: – meet and greet one another, – name astronomy objects, – play a question and answer game about astronomy l ti d b t t objects, – present student-created artifacts, – recite the mnemonic “My Very Excellent Mother Just Served Us Noodles,” – name astronomy objects and respond to forfeits in an online game, li – inquire about the space ship in the UK classroom room, – sing songs, and – countdown by 10s from 100 and yell, “BLAST OFF!”
  14. 14. The Zone of Proximal Development
  15. 15. The Zone of Proximal Development Examples of tasks students p p performed in the ZPD when learning about astronomy with IVC. • Answered open-ended questions about the solar system open ended in a game format. • Presented astronomy projects. • Demonstrated technological fluency with IVC equipment - Speaking slowly and clearly - Shrinking, zooming, Shrinking zooming views • Identified the 8 planets of the solar system using a mnemonic. • Poor Pluto. Neptune is the last planet.
  16. 16. Implications for Teaching Science 1. Teachers can select science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of students using interactive technologies (Standard A). 2. 2 Teachers can encourage and model the skills of scientific inquiry and curiosity with primary school children using interactive videoconferencing (Standard B). 3. Interactive videoconferencing provides an environment for nurturing collaboration among young students with varied learning levels (Standard E)E). 4. Teachers can create a community of science learners in a virtual learning world in kindergarten (Standard A).
  17. 17. It s It’s your turn! • How can you integrate videoconferencing into your classroom? • What kinds of IVCs do you want to try? y y • Here are some websites where you can find more information about IVCs. IVCs • www.cilc.org • htt // http://www.kn.pacbell.com/wired/vidconf/li k b ll / i d/ id f/li nks.html • http://vcoutonalim.org/
  18. 18. Thank you! Please email me to receive a copy of the presentation. Debbie Piecka dpiecka@gmail.com

×