A Virtual View: Classroom Observations at a Distance

Examining elementary preservice teachers’ perspectives concerning curriculum themes for video case integration

“…Some findings point out several obstacles for the use of video-based instruction. There is an uncertainty as to the potential of video cases to transfer to the real classroom environment (Atkins 1998;McDevitt 1996) and the achievement gains in the multimedia environment are oftentimes not significant when compared to other methods (Rojewski et al 1994). These sources of difficulty may not be directly related to the medium, but instead be related to the integration or design of the cases themselves.…”

Interactive Videoconferencing as a Medium for Special Education

“…Moreover, videoconferencing technology typically has been found to be less conspicuous, less disruptive, and less obtrusive, as well as more pedagogically sound, than are the more traditional in-person classroom observations (Falconer & Lignugaris/Kraft, 2002;McDevitt, 1996). Subtle instructional and management techniques, introduced in lecture presentations or perhaps only in assigned readings, must bridge themselves somehow from theory to practice.…”

Using Digital Videos to Enhance Teacher Preparation

“…N umerous forms of technology are being employed to further enhance and/or supplement the educational experience for university students. For example, professors have increasingly used the Internet to help bridge the information divide by a) delivering coursework through distance education in order to reach a greater number of students (Caywood & Duckett, 2003;Cosgrove, 2002;Mercer, 2004;Sun, Bender, & Fore, 2003), b) utilizing web-based course management tools such as WebCT and Blackboard to allow greater access to course materials beyond scheduled class times (Johnson, 2004;Sun, et al) , c) requiring systematic use of electronic mail to facilitate idea exchanges (Schlagal, Trathen, & Blanton, 1996;Thomas, Clift, & Sugimoto, 1996), d) conducting classroom observations via videoconferencing in order to allow all students enrolled in a university course to observe and debrief with the school teacher following the observation (McDevitt, 1996), and e) structuring two-way observations of fieldwork through videoconferencing to provide immediate feedback to preservice teachers (Falconer & Lignugaris-Kraft, 2002).…”