S. Lloyd iVideo Task Rationale     NOT FOR DISTRIBUTIONEducation of K-6 children living in isolated communities in Austral...
S. Lloyd iVideo Task Rationale    NOT FOR DISTRIBUTIONteachers at a later date. This is an asynchronous method of teaching...
S. Lloyd iVideo Task Rationale   NOT FOR DISTRIBUTIONReferencesAustralian government (2010). The school of the air and rem...
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S Lloyd

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S Lloyd

  1. 1. S. Lloyd iVideo Task Rationale NOT FOR DISTRIBUTIONEducation of K-6 children living in isolated communities in Australia has beenimplemented for decades. Children that are “geographically isolated from schooling”(New South Wales Department of Education and Training, 2011, p.1) are able to receiveon average “two thirty minute class satellite lessons per week in addition to mailedpackages” (New South Wales Department of Education and Training, 2008a, p. 17).Students also receive support from educators from a distance, or education providers(such as parents or guardians) within the home environment.The history of teaching and learning for isolated students within Australia dates back tothe late 1940’s in the Northern Territory when the Royal Flying Doctors Base (AustralianGovernment, 2010) was used to broadcast the first school lessons to outback children. By1956, the official School of the Air program had been in operation for several years andhad spread to New South Wales, with most states and territories following soon after.Although, to date, Tasmania and Australian Capital Territory still remain the only statesin Australia without their own facilities for educating isolated children.The shift in the delivery of lessons for children living in isolated regions of Australia hasbeen gradual. Technology forms the basis for the “innovative teaching and individuallearning” (New South Wales Department of Education, 2008a, p. 17). The initial form ofdelivery involved teachers and students accessing a High-Frequency radio tocommunicate lessons over the airwaves. Combined with this, packages of lessons weremailed to the child’s residence via the postal service. Both of these forms of teaching andlearning are still used today.Telephone and audiovisual equipment such as television and video recordings wereutilised from the 1960’s as a way of supporting students (New South Wales Departmentof Education and Training, 2010). This was followed by the introduction of computers inthe early 1990’s and the internet in the late 90’s, which made teaching and learning forchildren in isolated areas much more accessible and connected.The use of this form technology enabled the students to access information left online by
  2. 2. S. Lloyd iVideo Task Rationale NOT FOR DISTRIBUTIONteachers at a later date. This is an asynchronous method of teaching (Roblyer, 2006) andit is proven to have more benefits than synchronous teaching, which involvescommunication being sent and received by the student immediately.Interactive distance learning, live video streaming and webinars are the newest forms ofdelivery for teaching and learning for isolated Australian children. These avenues ofteaching allow students to see live pictures of their teachers and sometimes even otherpeers by way of specialised computer programs (New South Wales Department ofEducation and Training, 2008b). Students are able to be shown examples of activities andexperiences and are given a visual explanation combined with an aural explanation.For K-6 educators, the significance of education for isolated students is a current issue inthe field of education and Information Communication Technology. The generalconsensus is that the ‘old’ methods of print based materials being posted out to studentsis what distance education of this type relies on (New South Wales Department ofEducation and Training, 2008c). The change from a pedagogy that seems dated andtraditional (paper and written materials) involving one to one learning and teacherdirection, has now taken shape as an innovation of teaching and learning with the supportof technological tools to enhance concepts, connectedness and “collaborative, facilitatedlearning” (New South Wales Department of Education and Training, 2008a, p. 22).Educators need to be aware of what is available for students that are living in isolatedparts of Australia. Being a teacher for students in these outback areas or not, it would bebeneficial for students in metropolitan areas to be connected with students livinghundreds of kilometres away and share in the teaching and learning being experiencedusing this modern technology.
  3. 3. S. Lloyd iVideo Task Rationale NOT FOR DISTRIBUTIONReferencesAustralian government (2010). The school of the air and remote learning. Retrieved on February 18, 2011 from http://www.cultureandrecreation.gov.au/articles /schoolofair/.New South Wales Department of Education and Training (2010). Rural and distance education equity programs and distance education directorate: A more connected future: outcomes of the review of distance education in Australia. Bathurst: NSW Department of Education and Training.New South Wales Department of Education and Training (2008c). Rural and distance education equity programs and distance education directorate: Distance education review report. Bathurst: NSW Department of Education and Training.New South Wales Department of Education and Training (2008b). Rural and distance education equity programs and distance education directorate: Discussion paper: a vision for distance learning for the 21st century. Bathurst: NSW Department of Education and Training.New South Wales Department of Education and Training (2008a). Rural and distance education equity programs and distance education directorate: Review report: current provision of distance education in NSW. Bathurst: NSW Department of Education and Training.New South Wales Department of Education and Training (2011). Rural and distance education. Retrieved on February 22, 2011 from http://www.schools.nsw. edu.au/rde/index.php.Roblyer, M. (2006). Integrating educational technology into teaching (4th ed.). New Jersey: Pearson Education Inc.

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