Policy Issues Regarding the Instructional and Educational Use of Videoconferencing

Policy Issues Regarding the Instructional and Educational Use of Videoconferencing

Joseph Bowman (University at Albany/SUNY, USA) and Felix Fernandez (ICF International, USA)
DOI: 10.4018/978-1-60960-503-2.ch608
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Abstract

The purpose of this chapter is to identify policy issues for videoconferencing at the elementary through college levels. As videoconferencing becomes a part of our educational landscape in schools across the country, it is important to understand what policy implications need to be addressed in regards to this educational resource. Issues such as ownership, content, and access are some of the areas that suggest policy discussion. Federal, state, and international policies that guide the use of videoconferencing will be discussed. In sum, this chapter attempts to investigate policy issues and trends related to videoconferencing that informs the educational (PreK-12), business (training), and academic (Higher Education) communities that use this resource.
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Background

Before our discussion of policy implications, in regards to videoconferencing, it is important to describe what we mean by videoconferencing, what the origins of videoconferencing are, and the history of videoconferencing. The term “videoconferencing” can be traced back to two Latin words, “videre” which means “I see” and “confere” which means to “bring together.”

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