Desktop Videoconferencing: Examples of Applications to Support Teacher Training in Rural Areas

Abstract

This article presents examples of desktop videoconferencing used as a tool for supporting teacher training, particularly in rural settings. The accessibility of videoconferencing desktop systems makes it possible to directly observe and supervise students in actual teaching situations. Videoconferencing presents unique opportunities for working with students in rural settings, as well as other students with limited access to university programs. The benefits and challenges of using desktop videoconferencing are discussed. The discussion section addresses the need for additional research to determine the appropriate application of desktop videoconferencing systems as the technology becomes more available for school use.

Inquiry-based learning and e-mentoring via videoconference: a study of mathematics and science learning of Canadian rural students

“…Technical problems are particularly irritating to students, with less tolerance for audio problems than video problems. Consistent with previous work (Pemberton et al 2004), other technical issues like the limitation of camera and monitor scope hinder student engagement in interaction. Successful establishment of IBLE also depends on physical comfort of students and time/technical demands for teachers.…”

“…Limited studies (Carpenter 2004;Pemberton et al 2004;de la Garza 2006) have examined implementation issues related to VC, but none have focused on VC-supported e-mentoring in an inquiry-based learning environment. We, however, believe that implementation deserves researchers' serious attention because our results indicate how these issues have impacted the type of student engagement.…”

Dancing the distance: iDance Arizona videoconferencing reaches rural communities

“…Weller (2002) identifies the following as pedagogies as being successfully adaptable in an elearning environment: constructivism, resource-based learning, collaborative learning, problembased learning, narrative-based teaching, situated learning. In the context of videoconferencing, telepistemology and mediated learning environment considerations include social dynamics and blended learning (Weller 2002;Bonk 2003;Nichols 2003;Derntl and Motschnig-Pitrik, 2004;Bonk and Graham, 2006) role of teacher/tutor (Jones, 2004;Salmon, 2000) inside rural communities (Pemberton, Perez Cereijo, Tyler-Wood, and Rademacher 2004) and student responsibility of learning (Becker 2000).…”

Pre-service teacher reflections, video-conference and WebCT: An exploratory case study

“…Pemberton et al (2004) present video-conferencing as a means of increasing contact between teacher educators and pre-service students within authentic instructional settings. Accepting this proposition, we have investigated three pre-service teachers as they engage in reflection through the review of archived lessons and posting their reflections on WebCT.…”

“…Video-conferencing has the potential to lend authenticity to a pre-service program through replicating in-class instructional practices better than other distance education technologies (Cavanaugh, 2001), portraying many "real-world" experiences (Hu et al, 2000) thereby providing pre-service teachers experience with realworld authentic classrooms (Edens, 2001). From the perspective of better preparing preservice teachers, Pemberton, Cereijo, Tyler-Wood and Rademacher (2004) argue that desktop video-conference software offers considerable potential for observing and recording pre-service teachers during teaching sessions and provides a means to increase contact with pre-service students in field-based settings. Given the above, we feel it is not unreasonable to argue that video-conference technologies might be used to provide preservice teachers with more authentic teaching experiences as part of their regular teacher education exercises.…”