videoconferencing+challenges+2008

=Videconferencing Challenges = You need to contribute to this page in the wiki, and share the challenges of using videoconferencing for administration in teaching. You need to make a different point from the points raised by others. Please note, a wikispaces wiki does not automatically save frequently enough to cope with multiple people editing the same page at exactly the same time.

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 * Challenges of using videoconferencing for administration in teaching. **

 The very nature of the  benefits  described for rural teaching is sometimes limited in schools. From personal experience very little use of video conferencing exists in New England's rural schools. This is possibly due to three reasons. Firstly availability of the technology has been expensive to implement and not omnipresent. Secondly current school connectivity especially bandwidth limits the performance of current video conferencing to external sites (i.e. across the internet).  In Western Australia a new Education Department communication system has been implemented. This system comes with a magnificent specification to work on ADSL broadband connections. Special mention is made however and those sites using the satellite network links are unable to use video conferencing for any purpose (Trinidad 2006: 4). Finally the rigorous procedures and requirements enforced to utilize video conferencing's available resources could limit its uptake and widespread use (   http://www.une.edu.au/tlc/staff/services/videoconf/operating-principles.php  ).  As society adopts video telephone calling, video communication will become common place. The challenge for schools is to use and develop this technology now.

The negative side of video conferencing in mentor programs is that students can be easily discouraged if the technology fails even once. Waiting for a mentor who is experiencing technical difficulties can be quite disheartening and leaves the student wondering why. This is a weakness of all mentoring programs but when technology is the medium there is even more room for error. The cost effective side of setting up this technology can be under-mined by high internet cost if the higher bandwidths are required. Also many free web conferencing programs are supported with advertisement that can link the student to inappropriate material.

**Challengers for global videoconferencing within a Primary school.**

The challengers that global videoconferencing has in a primary school should be taken in consideration before commencing. There are three challengers identified. The first is the large amount of time and planning that would require the teacher to set up a reliable link as well as delivering an educational experience for the students. However, when the first few connection are made this would not be much of an issue. The second is the teacher has the risk of exposing the students to undesirable material and any outside predators. Lastly, when using global videoconferencing there is a time frame difference that could affect the lesson. The teacher would have to coincide with other classes around the world. An example of this challenge was in the USA, through an article in technology Focus (2002). A first grade teacher ‘ used the features on **www.timeanddate.com** for helping with time zone calculations to decide on a time for their sessions**.** Her students came to school early or back in the evening for a pyjama party’. This could be a major hurdle for students and teachers. Technology Focus (2002) // Videoconferencing in the Early Years: Try It, You’ll Like It. // Vol. 4, No. 2, 2002 pp. 19-20. Retrieved 3rd November 2008, from http://www.det.wa.edu.au/education/cmis/eval/downloads/curriculum/videoconf.pdf


 * Videoconferencing Challenges**

Behaviour Management is a major challenge for teachers using Video Conferencing. The classroom needs be made aware of expectations, boundaries, roles and their responsibilities before engaging in Videoconferencing (Pepper 2003: online). It could be very embarrassing for the teacher, school and fellow classmates if student’s present bad behaviour to an overseas school that has agreed to participate in an online lesson. Moreover, to achieve real learning student’s need to actively engage in the lesson. Otherwise the exercise runs the risk of turning into a teacher talks – student’s listen activity. Unfortunately, a student centred approach lends itself to behavioural problems (Pepper 2003: online). However, strong behaviour guidelines and teaching techniques can be used to overcome this challenge. Pepper, C (2003), ‘Strategies for Using Videoconferencing Technology in the K-12 Classroom: A Teacher's Digital Handbook’, Retrieved 3 Nov. 08, from http://www.d261.k12.id.us/VCing/classroom/behavior.htm

There are many concerns regarding the introduction of video conferencing to schools. The main concern is regarding the level of funding and technical support schools will receive. Is this a long term commitment or will it be another white elephant. Video Conferencing is high level Information Technology and will require a capable technical support person to implement. Teachers will have to be trained and also convinced of the benefits of video conferencing.

Unfortunately the track record of many programs such as this is great excitement for a few years then interest dwindles and we are left with expensive equipment which is not being used. Sadly the students are often the ones who miss out when project like this fall down because of lack of support and enthusiasm to maintain them over the long term. It will likely come down to the individual edffort and enthusiasm of a small number of teachers to oversee this project.

to see the concerns about this project from the Teacher’s Federation go to

http://www.nswtf.org.au/journal_extras/connect.html

As you can see there are exciting possibilities here for teachers and students. Like every government promise I guess we’ll just have to wait and see.

References

Trinidad S. Closing the Digital Divide: Education Telecommunications Systems and Possibilities in Western Australia. Downloaded 5th November 2008 from http://espace.lis.curtin.edu.au/archive/00001134/02/conf_P_549_ACEC2006Trinidad.pdf Curtin University of Technology, Department of Education, Perth , Western Australia.

Challenges of videoconferecing within home schooled students Within alot of rural areas, there is generally only one school that is of an option to a student and their family. If problems arise at the school, the student can then be pulled out and home schooled. Another reason for home schooling a students is just the sheer distance that they may have to travel, which may not be viable. One concern for videoconferencing with a home schooled student, is whether or not they even have a computer at their house or easy access to a computer and the required equipment for setting up videoconferencing. The second concern is if a family is able to afford an interntet broadband plan that is strong enough to support videoconferencing. The third concern, is whether or not any internet company is reliable or able to provide coverage within the area that a child is living.