NOT FOR DISTRIBUTION                                                                N Protich –Topic: Video ConferencingVi...
NOT FOR DISTRIBUTION                                                                 N Protich –Strong relationships will ...
NOT FOR DISTRIBUTION                                                            N Protich –Reference list:Anderson, T. (un...
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N Protich


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N Protich

  1. 1. NOT FOR DISTRIBUTION N Protich –Topic: Video ConferencingVideo Conferencing is an interactive video system that allows two or more people, indifferent locations to see and hear each other at the same time. Whether you are in the nextsuburb, a different state or on the other side of the world, video conferencing allows you toconnect with your students, international classes or other teachers.The aim of my video was to communicate to teachers how our schools and more importantly,our classrooms are changing to meet the digital world. The video puts forward the benefitsthat video conferencing can have in the classroom for both the teachers and their students,helping teachers realise that as the digital world changes, so too do the learning needs of ourstudents. With a variety of curriculum links available, the movie shows teachers thatmeaningful learning is still possible, if not better now, with the addition of videoconferencing.Video conferencing is significant to k-6 educators as it brings a new meaning to classroomlearning. With interactive classrooms on the rise, rural and remote classrooms no longer haveto survive in isolation. As stated by the DET (2007), “in the next four years, all governmentschools in NSW will have an interactive classroom”. Students now have the opportunity tolearn from different teachers and students. Teachers are also able to benefit as they discusswith other teachers over a video conference any problems, curriculum links and topics.Video conferencing can enhance students’ learning in a number of ways. By opening theclassroom to a world of opportunities, teachers can expect, as stated by the DET (2007),“collaboration between schools, presentations of project work and discussions with expertssuch as scientists and authors”. Video conferencing with expects allows students to createtheir own learning experiences and therefore, enriches student learning. Students will alsobecome more involved in their learning, motivating their own learning experiences andenhancing their cultural knowledge.Strong student relationships will also develop from video conferencing. Linking classroomsand students together will support distance learning and, as a result, as stated by Hearnshaw(2007), “video conferencing will offer a means of reassurance and social contacts forstudents”. Some students learn to become better communicators and develop theirquestioning skills, while other (shyer) students may take the chance to get more involved inthe learning. This is supported by Jobe (2001) who states, “the excitement generated by theconferences help support the students’ confidence, and we were able to see an improvementin student presentations in the classroom”.The development of video conferencing in the classroom has allowed teachers to eliminate orreduce any geographical barriers that may arise. Whether the barrier is cost, weather ordistance, this development provides teachers with the opportunity to still have the excursiongo ahead, straight from their classroom. Video conferencing is significantly expanding ourstudents learning opportunities by, stated by the Distance Education University (2010),“capturing the cultural context”.
  2. 2. NOT FOR DISTRIBUTION N Protich –Strong relationships will be fostered with the introduction of video conferencing. Studentswill, as stated by Cifuentes & Murphy (2000), “foster strong relationships with peers whenworking with other schools on collaborative projects”. Students have the opportunity to shareexperiences, gain a travel buddy and mentor other students. Relationships will be furtherencouraged as students take the chance to utilise the opinions of their peers in order to furtherdevelop their understanding.As teachers we face the complex question as to whether we can use this new technology to itsfull potential, getting to the heart of each student and how they experience the worldemotionally, socially, sensually and intellectually. Video conferencing allows teachers tobuild on their students desire to, as stated by the Development Education Centre (2011),“learn, question and to build up a picture of and relationship with the world at their ownlevel”. Therefore, video conferencing allows students to have a continuous response tolearning. Many studies over the years have shown that video conferencing has proven to be a verysuccessful classroom addition. In 2002, Arnold, Cayley and Griffith preformed ten casestudies on the implementation of video conferencing in the classroom, whereby they sawmany positive impacts such as, as stated by Anderson (unknown), “enhanced languagelearning; increased accessibility to learning opportunities and increased access to professionalexperience development opportunities for teachers (pg 8)”. In 2001, Yost discovered that theuse of video conferencing with young students increased their understanding of technologyand allowed them to gain a broader view of their environment.Teachers have the opportunity to extend their student capabilities all through videoconferencing. Students will strive to learn, discover and question many different aspects oftheir learning. Teachers have the chance to connect students with the world and change theway they see it. Collaborate with different schools and develop student understanding andprovide enriching activities. As stated by Becta (2003), “Student actions were active,conscious decisions driven by the satisfaction to attain a goal”.Therefore, in conclusion you can see that video conferencing is a beneficial addition to theclassroom for both teachers and students. Although it may take some time to get used to, ithas the power to inspire, connect and motivate students. What teachers do with thetechnology is what makes a difference; it should not be something that presents impossiblebarriers to learning.
  3. 3. NOT FOR DISTRIBUTION N Protich –Reference list:Anderson, T. (unknown). Video Conferencing Research Community of Practice. VideoConferencing in Kindergarten to Grade twelve settings. Page 8. Retrieved on: 16th February2011.Development Education Centre. (2011). Tide: Global Learning. Accessed on: 15th February2011. Retrieved from: Education. (2010). Distance Education University. Accessed on: 15th February2011. Retrieved from:, K. (2010). Connections. Accessed on: 17th February 2011. Retrieved from: (2003). What the research says about video conferencing in teaching and learning.Assessed on: 15th February 2011. Retrieved from:, H. (1999). Education World. Accessed on: 15th February 2011. Retrieved from: Department of Education and Training. (2007). NSW Government, Education andTraining. Accessed on: 16th February 2011. Retrieved from: LINK:In case you have trouble accessing my ivdeo on YouTube here is the link