Storyboard

Introduction

The topic of discussion in this presentation is interactive videoconferencing (IV).  Interactive Videoconferencing is an effective tool that may be used in distance education settings. This system can be integrated into the distance education program with minimal adaptation to the curriculum and course and is designed to support two-way video and audio communication between multiple locations (Gottschalk, 2006). IV is an effective tool to be incorporated into the K-12 curriculum.  It is an effective means to continue educational services delivered to students who can not be in the traditional face 2 face (f2f) setting.  It can also be implemented within the traditional setting as an enhancement tool.  Student who participate within the IV setting have assess to other students and curriculums. This allows for greater opportunities of collaboration.

Significance of Interactive Videoconferencing      

There are multiple reasons for using interactive videoconferencing.  These reasons include but are not limited to the following:

·         Addressing individual differences

·         Improved learning

·         Equity

·         Increased access to opportunity

·         Preparation for the Future (K-12 Videoconferencing, 2002).

Fourth Wave and Interactive Videoconferencing

Traditional learning environments are no longer effective for preparing students for a world of  interactive communication and high speed technology.   Educators must come up with new ways to incorporate the best practices of the past into a world of connectivity.  This incorporation starts on an elementary level and will become a permanent skill to be mastered.

Rationale

Students must begin early to prepare for a world of technology and communication. The intention behind this presentation is to inform the viewer of the importance of implementing interactive videoconferencing within the public school K-12 curriculum.  Collaboration, technology integration and increasing the access to opportunity is the rationale behind incorporating IV.  IV provides learning opportunities to non-traditional groups, including those in geographically remote areas or those unable to gain access to learning due to time and location rigidities inherent within traditional tertiary education courses or family commitments (Canning, 1999). 

The Team

·         The Originating Teacher

·         Technical Support Person

·         Curriculum Planner/ Coordinator

·         Clerical Support

·         Principal/Assistant Principal/Technology Administration

Conclusion

Interactive videoconferencing will benefit students in K-12 for the reason that it addresses individual differences, it improves learning, it promotes equity and lessons the gap of the disadvantaged, it increases opportunity for student and instructor and it prepares students for the future.

References:

Canning, R. (1999). The use of videoconferencing for continuing personal and professional development in Higher Education: a small–group study. Journal of Further and Higher Education , 117-130.

Gottschalk, T. H. (2006, May 14). Distance Education at a Glance Home. Retrieved December 18, 2011, from Engineering Outreach Home: http://www.uiweb.uidaho.edu/eo/dist10.html

K-12 Videoconferencing. (2002). Retrieved January 15, 2012, from Distance Education at a Glance: http://www.netc.org/digitalbridges/uses/