© Scordias & Morris, 2005

Virtual Classroom Visits: Using Video Conferencing Technology to

Enhance Teacher Education

Dr. Margaret Scordias

Pamela B. Morris, M.Ed.

University of Missouri, St. Louis

© Scordias & Morris, 2005

Copyright Margaret Scordias and Pamela Morris, 2005. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice it given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.

© Scordias & Morris, 2005

How do we do address the needs of the preservice teacher in a way that develops skills needed by quality teachers?

Educational Quality

© Scordias & Morris, 2005

Purpose of Observations

• To prepare students for the authentic teaching experiences that they will have as student teachers and classroom teachers.

• To develop noticing and interpretation skill evidenced by expert teachers.

– (Sherin, 2002)

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Purpose of Project: Learning Principles

To better prepare preservice teachers • To teach successfully in diverse urban settings.• To implement a socio-cultural perspective that

uses collaboration and directed learning to integrate theory with practice.

• To accelerate the movement of novice to expert by seeing and reasoning using the expert’s eye.

– (Bradsford, 2000)

© Scordias & Morris, 2005

Traditional Observations

• Observation process– Individuals or pairs are assigned observation in K-12

school (For example 10 hours over the course of the semester.)

– Write analysis of observation

• Concerns by faculty about the process – Difficulty scheduling 200 preservice teachers /

semester

– Ensuring quality teaching occurs in observation

– Accessing diverse settings

© Scordias & Morris, 2005

Problems of Learning

• Validity of interpretation– Prior experience: Filter of the experience– Lack of context: The meaning attributed to

what we do perceive

• Connection of theory to practice

• Isolated construction of new knowledge

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Discussion of Improvements

• Which has precedence in the observational procedures - form or function– Issues related how the activity (observation) is

able to be conducted– Issues related to why the activity (observation)

is being conducted

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Factors in Decision Making

FORM• Scheduling• The school

environment• Introduction to the

classroom• Permissions

FUNCTION• Learning to notice• Interpretation• Constructing new

knowledge• Feedback• Connecting theory to

practice

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Rethinking the Balance

Form Function

Traditional Observation

VCV Observation

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Virtual Visit Observations

K-12 classroom observation via videoconferencing camera

© Scordias & Morris, 2005

Virtual Visit Observations

Preservice teachers interview K-12 classroom teacher in videoconference (still photo of 200A)

© Scordias & Morris, 2005

Virtual Visit Observations

Directed discussion links observation, interview, and theory.

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Discussion Interactions

Preservice

Teacher

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Community of Practice

Technology & Learning Center

Community Schools

Master Teachers

Preservice Teachers

University Instructors

College of Education

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Our Journey• Questions

• Pilot– Balancing technology and pedagogy

• Moving from pilot to departments

• Current use

• Critical design components

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Fish Bowl Technique

• After the VCV visit concludes, preservice teachers and directed learning facilitator have a dialogue that addresses, preservice teacher

• Mannerisms

• Areas noticed

• Questions asked

• Ahas

• Continuing concerns

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Required Roles

• Preservice Teachers

• Department Instructors

• Directed Learning Facilitator

• Project Field Coordinator

• Project Manager

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Preservice Teachers

• Observe classroom lesson • Note student behaviors and teacher interactions• Complete observation sheets • Develop hypothesis about the teaching learning

process• Pose questions to classroom teacher that provide a

window into the teacher’s thoughts during the lesson• Be active, thoughtful participants• Complete pre- and post-observation assignments

© Scordias & Morris, 2005

Instructor

• Coordinate course to allow time for mini-program

• May take cognitive theory from class lessons and apply it to the observation

• Collect observation forms• Monitor attendance and web site discussions

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Directed Learning Facilitator • Determine foci of the observations• Arrange observations• Provide observation guidelines • Facilitate university site

• Simulate teacher internal dialogue • Shape focus • Highlight teacher practice and explain from

theoretical viewpoint• Maintain web site for communications • Coordinate with Project Manager to improve

process

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Website

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Field Coordinator

• Tests technology for each site, 1 week before and day of conference

• Checks arrangement that teacher can video conference after observation

• Coordinates technical hook-ups• Facilitates K-12 site• Maintains communication between university

and K-12 site through cell phones during VCV• Notes refinements needed for the process and

technical issues

© Scordias & Morris, 2005

Project Manager

• Monitors the balance of form and function

• Align communications within community of practice

• Distribute the weight of project between members of the community of practice

© Scordias & Morris, 2005

References

• Bradsford, J.D., et al (Eds.) (2000). How people learn: brain, mind, experience, and school. Expanded Edition. Washington, D.C.: National Academy Press.

• Sherin, M. G. & van Es, E. A. (June, 2002). Learning to notice as a focus of professional development. Classroom Leadership, 5(9), 1& 6.