Journal 3 - Bring the World Into Your Classroom (NETS 1, 2)

McDermon, L. (2010, September/October). Bring the world into your classroom. Learning and Leading with Technology, 38(2), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-september-october.aspx

Linda McDermon kicks off her interactive videoconferencing article with four simple, convincing words: “timely, efficient, cost-effective, and expert”.  With educators’ attention gripped, she goes on to describe the benefits of utilizing videoconferences in the classroom.  For example, teachers can save time and resources on extensive field trips by bringing the museum to students in real time online.  McDermon lists several blogs, wikis, and websites as resources for educators to learn more about this digital tool and discover ways that teachers are already implementing it in their schools.  By connecting to external organizations (such as universities, science labs, or other classrooms across the globe) using videoconferencing, students have the opportunity to explore people and places without leaving the classroom.  This network of resources can supplement lessons and bring a whole new dimension of connection to student learning.

How realistic is videoconferencing in the classroom, given the equipment and setup needs?

In reality, setting up a videoconference is not complicated.  All that’s needed is a basic video camera, projector, screen, and free software.  (Another option is to purchase commercial video-conferencing equipment, but it is not necessary.)  Once the equipment is in place, the teacher uses the software to contact the outside contributor.  At this point, the only difficulty could be limited bandwidth, which deteriorates the video quality somewhat, although many schools are increasing their bandwidth for faster Internet connection.  Videoconferencing is certainly worth the effort when compared to the expense of making these trips in person as a class.

Are there any pre-established videoconferences in place that teachers can participate in?

There are many multi-school videoconferences that allow participation from various classrooms.  A teacher could preview what a videoconference is like by observing Megaconference Jr., a 12-hour global videoconference that highlights live student presentations.  Students are assigned a presentation time that marks their live presentation to the rest of the videoconference viewers.  Teachers sign up and prepare their students for the allotted time.  This sort of pre-established forum is a great way to practice videoconferencing in short spurts.