Lit Review: Lights, Camera, Action: Videoconferencing in Kindergarten

Yost, N. (2001). Lights, Camera, Action: Videoconferencing in Kindergarten. Paper presented at the Society for Information Technology and Teacher Education International Conference.

Author: Nancy Yost
Title of paper:
Lights, Camera, Action: Videoconferencing in Kindergarten.
Publication year: 2001
Database source: ERIC (at the end of the PDF)
Name of journal: n/a
My Codes: VCProjects

Main Point: Daily desktop videoconferencing between two kindergarten classes resulted in greater weather understanding for students, as well as greater understanding on time, distance, and understanding other children.

Method: A description of a project, not a research study.

Desktop videoconferencing was used to connect two kindergarten classes, one in Pennsylvania, and one in Illinois. The classes reported local weather to each other daily for a six week period. They would share the weather and then visit for a while. Sometimes they asked questions of the other class for their daily graph. Each daily VC was 10-20 minutes long, in a three hour half day kindergarten.

Other Internet activities were: the “meteorologist” classroom job included checking out a weather cam of personal choice, visiting a local TV station to learn about weather reporting, and practiced weather reporting within the classroom. I linked the site they used, which still exists, but most of the links are broken.

Findings:
The author felt that the learning that came from the questions and understanding the other children was worth the time committed to the daily videoconference. The project focusing on weather grew to be an interdisciplinary project in several curriculum areas.

It’s interesting that the last two studies I’ve read are from university laboratory schools. I wonder if there is a difference between students in university lab schools and “regular kids”.

The planning started with a common long term curriculum within the classroom: weather reporting. It’s important to start with existing curriculum.

Author/Audience: The author was from a university, and was presenting this paper to an educational technology audience. The lessons were used as a demonstration for preservice teachers as well.

Relevance: This is K-12 project that fits my definition of curriculum videoconferencing. Right on target.

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About Janine Lim

Janine Lim, PhD, currently serves as associate dean for online higher education in the School of Distance Education at Andrews University, in Berrien Springs, MI. She and her team support over 200 online courses, provide training for faculty teaching online, and work with the campus infrastructure support of online learning. Her department also provides educational technology and Moodle support for faculty and students. In addition, Janine is responsible for the faculty and courses of the Consortium of Adventist Colleges and Universities. Janine has taught over 15 unique graduate educational technology classes online numerous times over the past 15 years, with some classes attracting participants from all over the world. Her undergraduate teaching includes social media courses for communication and digital media majors. Janine has served on the board of the United States Distance Learning Association since April 2015. Prior to her work at Andrews University, Janine coordinated distance education for 22 K12 school districts in southwest Michigan for 14 years. In that position, as one of the co-founders of TWICE, Michigan’s K12 Videoconferencing Organization, Janine has spearheaded popular international K12 videoconference projects such as Read Around the Planet and MysteryQuest. While still serving on the board of TWICE, she was instrumental in designing and implementing the CAPspace website for collaborative videoconference projects. Janine also served on a team of Michigan educational technology trainers providing a workshop called ATA Technology Academy. Her current online learning research interests include successful teacher behaviors, quality online discussions, and student activity patterns in self-paced courses.
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