Top Ten Support Strategies for Videoconferencing

Videoconferencing in K-12 Education: Research Findings
By Katherine L. Hayden, Ed.D.

Top Ten Characteristics Of Videoconferencing That Support
Constructivist Learning Environments

Theme Characteristic Scenario:
Students are assigned an authentic task which offers opportunities for planning connections outside the classroom with experts and primary sources such as museums. The students plan, develop and ask questions during a videoconference in order to collect information and gain an understanding of key concepts. The students use a suite of online tools as follow-up to the initial interaction and then present their findings "live" to remote partners concluding their research.

Theme

Characteristic

Connections
Synchronous connections between students and primary sources such as experts and remote locations; involving multiple sites in activities.

Questioning
Students develop and ask questions; they are in charge of their learning.

Learning
Students present to remote partners using audio and video for communication.

Interactions
Students work in groups on authentic activities with remote sites. This involves videoconferencing with remote sites and use of an online suite of tools to support videoconferencing activities.

Top Ten Critical Support Strategies for Videoconferencing

Theme

Critical Support Strategy

People
Site technician to check out appropriate equipment, set up and test

Access
Dedicated phone lines (T1) or other means of making connections.

Hardware & Software
*Backup plans in case videoconferencing fails
*Easy to use hardware and software systems needing little assistance

Materials
Curriculum materials for videoconferencing activities that model students as active participants

Staff Development
*Teacher knowledge and comfort, with videoconferencing technology
*Teacher training on how to adapt instruction/curriculum
*Teacher (and students) hands-on practice with videoconferencing
*Release time (during planning stage) for teachers to plan and/or practice videoconferencing.

Other
Administrative budget: plan for equipment upgrades

Videoconferencing Presentation | Dissertation Report
Kathy Hayden Home Page | Videoconferencing Resources

Theme	Characteristic
Connections	Synchronous connections between students and primary sources such as experts and remote locations; involving multiple sites in activities.
Questioning	Students develop and ask questions; they are in charge of their learning.
Learning	Students present to remote partners using audio and video for communication.
Interactions	Students work in groups on authentic activities with remote sites. This involves videoconferencing with remote sites and use of an online suite of tools to support videoconferencing activities.

Theme	Critical Support Strategy
People	Site technician to check out appropriate equipment, set up and test
Access	Dedicated phone lines (T1) or other means of making connections.
Hardware & Software	Backup plans in case videoconferencing fails Easy to use hardware and software systems needing little assistance
Materials	Curriculum materials for videoconferencing activities that model students as active participants
Staff Development	Teacher knowledge and comfort, with videoconferencing technology Teacher training on how to adapt instruction/curriculum Teacher (and students) hands-on practice with videoconferencing Release time (during planning stage) for teachers to plan and/or practice videoconferencing.
Other	Administrative budget: plan for equipment upgrades