Videoconferencing+Challenges

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 * Videconferencing/ Skype Challenges**
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1. Videoconferencing can also have challenges, one of which is that sometimes technology just does not work. If a Skype call has been set up with somebody far away and the school’s or the guest speaker ’s internet does not work, or a webcam is faulty, or Skype is playing up, then it can be very frustrating.

Gerbic, P. (2010). Getting the blend right in new learning environments : A complementary approach to online discussions, //Education Information Technology //, 15, p. 128 Contribution by: C.Hulley

Contribution by: Sam Smith

2. Videoconferencing technology, while an extremely valuable resource for schools, also carries significant risks and challenges. Students have reported an expectation that they can conduct their __#|classes__, and later courses, with face-to-face interaction, and significant differences between face-to-face and videoconferencing have been found [|(Gerbic, 2009, para.6)] The success of videoconferencing is also heavily dependent on the location of the particular school, and whether or not it has the necessary funds to run a successful ICT program. This also raises the risk that __#|quality education__ will be rendered even more unequal, progressively widening the gaps in our education system. It is important, then, that videoconferencing be used for what it is, a tool/resource, without allowing it to become a substitute for quality teaching and learning.

Gerbic, P. (2010). Getting the blend right in new learning environments: A complementary approach to online discussions, // Education Information Technology, 15//(2), 128-137.

3. Cate Fogarty

The biggest challenge of videoconferencing would be internet speed. Although internet speeds increased 31% this year (Healy, 2013) due to the NBN roll out, the average connection speed remains slow at 4665Kbps (Healy, 2013) in comparison to other developed countries and broadband penetration is still problematic in rural areas. This could strongly compromise or eradicate the possibilities of communication between rural and urban Australian students or any global exchange.

Healy, N (July 24 2013). Australia's Average Internet Speed Now 4.7Mbps. CNET. Retrieved from cnet.com.au

4. Dimity McKinlay

According to Martin, there real challenge with video conferencing has nothing to do with not being able to operate the equipment, but it taking on the opportunities to enhance and enrich teaching and learning by using video conferencing at the “windows on the world” (Robinson, 2008, pg. 10), there needs to be less focus on technology being the centre of the lesson and more that the technology supports the content being learnt (Martin, 2005, pg 403).

Robinson, B. 2008.Using distance education and ICT to improve access, equity and the quality of rural teachers' professional development in western China. //International Review of Research// in //Open and Distance learning,// Vol. 9 No. 1, 1-17.

Martin. M. (2005! 'Seeing is believing: the role of videoconferencing in distance learning', British Journal of Educational Technology Vol. 36 No. 3. pp.397-405.

5.  Jacob Berg

There are numerous challenges that are made evident when using video conferencing. Reading, Fluck, Trinidad, Anderson & White (2010, p.2) highlight the benefits of using ICT software to assist teachers in remote areas with professional learning. However, the connection costs in rural or remote locations can be described as nothing less than prohibitive( 2010, p.7).Furthermore, the teachers in remote locations currently do not receive the same telecomunications technical services as urban counterparts(2010, p.7). As a result the connection costs and technical servicing costs are much higher. This does increase the levels of difficulty for rural/remote schools to engage with current ICT software that connects them to their urban counterparts for purposes such as professional learning.

Reading, C., Fluck, A., Trinidad, S., Anderson, N. & White, B. (2010), ' Connecting teachers in remote Australia: Challenges in realising the potential of video conferencing' retrieved from: www.acce.edu.au/sites/acce.edu.au/files/.../conf_P_948_videoconferencing.pdf

6. Sarah Ellis

The challenges in which schools and teachers face using video conferencing technology can be the students involvement in this technology. It can be noted that at times, students become disengaged by this technology and feel as if they are only able to speak, this of course is not true. As Ladouceur analyses in her article, students were very quiet when a video conference was taking place. Ladouceur states that when analysing students they seemed to be more interested in watching the screen than actually looking into the camera and having a discussion which then say students avoid eye contact with the video conference and thus not become engaged in their learning (Ladouceur, 2009, para. 4). This issue of disinterest or a behavioural issues is something that all teachers will have to consider in terms of creating beneficial video conferencing in the future.

Ladouceur, Robin. (2009). //Videoconferencing in the Classroom with Skype.// Retrieved from - http://clc.yale.edu/2009/02/18/videoconferencing-in-the-classroom-with-skype/.