Videoconferencing Technology in K-12 Instruction: Best Practices and Trends

Videoconferencing Technology in K-12 Instruction: Best Practices and Trends

Dianna L. Newman, John Falco, Stan Silverman, Patricia Barbanell
Indexed In: PsycINFO®
Release Date: August, 2007|Copyright: © 2008 |Pages: 330
DOI: 10.4018/978-1-59904-331-9
ISBN13: 9781599043319|ISBN10: 1599043319|EISBN13: 9781599043333
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Description & Coverage
Description:

The use of videoconferencing is a growing factor in education and instructional technology. The majority of schools and higher education institutions now access or obtain some form of videoconferencing system. Teachers, administrators, and higher education faculty are in need of resources assisting the planning, use, design, and implementation of curricula that use videoconferencing.

Videoconferencing Technology in K-12 Instruction: Best Practices and Trends collects a comprehensive core of relevant and cutting-edge research on the current and future use of videoconferencing technology in education. This defining reference work serves as the foundation for future research and implementation for K-12 technology research, professional development, and integration efforts. Researchers in education, technology, and related fields will gain scientific evidence, case studies, and best practices from this book, which will add immense value to any library's collection.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Best Practices and Trends
  • Design and Implementation
  • Enhancing Teacher Preparation
  • Infrastructure for Videoconferencing
  • Integrating Videoconferencing into the Classroom
  • Point-to-Point Videoconferencing
  • Policy issues
  • The Impact of Multi-Media Videoconferencing on Children’s Learning
  • Use and Perceptions of External Content Providers
  • Videoconferencing a New Literacy
  • Virtual Field Trips
Reviews & Statements

Readers will find this volume useful and helpful in expanding their knowledge and value of the process of videoconferencing in K-12 education.

– Dianna L. Newman, University at Albany/SUNY, USA

A useful set of papers on aspects of the theory and practice of using videoconferences with school learners.

– British Journal of Educational Technology, Vol.40, No. 1 (2009)
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Editor/Author Biographies
Dianna L. Newman is associate professor at the University at Albany/SUNY, USA, and director of the Evaluation Consortium at Albany. Dr. Newman has served on the board of directors for the American Evaluation Association; assisted in writing the “Guiding Principles for Evaluators,” which function as the professional guidelines for practice; and served on the national Joint Committee for Standards in Educational Evaluation. She has been an evaluator for several federal- and state-funded technology-based curriculum integration grants and, currently, she is developing an innovative model of evaluation that will document systems change resulting from technology-based curriculum integration in K-12 and higher-education settings. Dr. Newman is widely published in the areas of technology innovation and K-12 curriculum practices.
John Falco currently serves as the director of The Institute for New Era Educational Leadership and Innovation at The College of Saint Rose, Albany, New York. He has served education as teacher, principal, and superintendent in K-12 public schools. Dr. Falco was the director and principal investigator of Project VIEW, a $10 million U.S. Department of Education Technology Innovation Grant that focused on interactive videoconferencing collaboration between schools and museums. He also has served as director and co-principal investigator for a National Science Foundation Grant, and was named Outstanding Superintendent in Technology for 2000-2001 by New York State Computer and Technology Educators. He has been a presenter and requested speaker at numerous conferences, including the National Summit for Technology in 2003 in Washington, D.C. He has received degrees from Columbia University, The City College of New York, Long Island University, and earned his doctorate at Seton Hall University.
Stan Silverman, of the New York Institute of Technology, is widely regarded as a pioneer and national leader in distance learning and educational technology. He combines a physicist’s knowledge of technological hardware with a teacher’s insight into how they can be applied to enhance learning. He is a professor in the School of Education and Professional Services and director of the school’s Technology-Based Learning Systems Department and Educational Enterprise Zone. He is a nationally-known speaker on technology and education, serves on the NYS Regents Technology Council and chairs the NYS Teacher Center Technology Committee. He is the author of numerous publications concerning technology and education, and has served as the project director for many research and technology innovation projects funded by a wide variety of organizations. He has been honored by inclusion in the USDLA Hall of Fame, and was the September, 2003, profile winner of the Center for Digital Education’s “In the Arena” program.
Patricia Barbanell has 30 years of K-12 and museum education experience in multicultural and technology integration. She serves the NYS Education Department as a member of the Technology Policy and Practices Council, the Middle School Reform Advisory Committee, and the Arts Curriculum and Assessment Committee. She has worked as museum/school education coordinator for Project VIEW, and has taught visual arts. Dr. Barbanell is past president of both the NYS Art Teachers and the NYS Council of Educational Associations. She has presented at scores of professional conferences, and has been published in arts and technology journals. She received her Doctorate from Columbia University.
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