Getting Connected: IP-Based Videoconferencing in K-12 Schools Free

Interactive videoconferencing (IVC) has served as a reliable distance education delivery mode for over 20 years, in many cases replacing older conferencing technologies such as satellite-televised instruction and audiographics systems of the 1970s. However, the high-bandwidth, often proprietary network systems that support IVC are facing new competition. The Internet has developed not only as a tool for global information-sharing, but also as a mechanism for efficient and cost-effective telecommunications. The substantial processing power of desktop computers, combined with pervasive network access, has made possible the development of videoconferencing applications that are inexpensive and easy to use. This type of communication system is sometimes called by its technical name, H.323 or Internet Protocol (IP) videoconferencing. The use of the Internet for videoconferencing is rapidly evolving into a widely adopted tool for synchronous learning experiences in K-12 education.

Network access is a necessary component of IP video systems, and the faster the better. Broadband connections can facilitate higher amounts of data flow, which is especially helpful for bandwidth-intensive video and audio communications. However, IP conferencing can occur over slower network connections, such as a dial-up modem, but the quality of the videoconference will likely diminish.

Initially, these systems were used for person-to-person communication in business and industry. Desktop videoconferencing rapidly evolved to facilitate a variety of interactions, from one to one, one to many, small group to small group, and so on. Educational organizations were quick to shift away from older, more costly conferencing systems to these less expensive communications technologies. In some classrooms, individual computer stations are used for conferencing activities, while in others, the computer monitor is replaced with an LCD projector so that distant sites and presenters can be seen by an entire class at once. IP conferencing systems afford flexibility, allowing schools to customize solutions for a variety of instructional needs.

Compared with room-based videoconferencing systems, IP videoconferencing systems are much cheaper and easy to set up, and are powerful enough to improve communication and collaboration. Thus, a variety of instructional efforts using desktop videoconferencing systems have occurred to advance student learning experiences, especially in K-12 education. The following examples illustrate how IP-based videoconferencing can be used in K-12 environments across different age groups, subject areas, and instructional needs.

The use of an IP videoconferencing system does not have to be complicated. Interested classroom teachers can start out with simple ideas. As an example, the Boiling Water Project (http://www.netc.org/digitalbridges/uses/useeix2.php) utilized a two-way interactive desktop videoconferencing system to link an elementary school classroom in Helena, Montana with a high school science classroom in Portland, Oregon. Students and teachers on both ends boiled water at the same time and used IP videoconferencing systems to share their ongoing experiments. Participants on one side could see the boiling water on the other side and how students on the other side measured the temperature. During the session, students and teachers found that water boils at 212 degrees in Helena but at 202 degrees at Portland. They asked themselves why and found the answer. In addition, they found that they had to agree on a definition of boiling water. The videoconferencing system allowed students to easily collaborate with each other, which they would not be able do otherwise. While being part of the communication, the teachers observed that an activity as simple as boiling water can get students more engaged in the instruction.

In addition to the collaboration initiated by individual teachers, many educational services provide collaborative opportunities for students to learn with peers in other classrooms and schools. Two Way Interactive Connections in Education (TWICE) is a Michigan-based organization that promotes collaboration in K-12 via two-way interactive videoconference. On their Web site (http://www.twice.cc/projects.html), they provide a list of exchange, multipoint, and international projects in which individual classrooms can participate. They also provide example projects to help beginners get some idea of how to make use of the videoconferencing systems. The National Internet2 K20 Initiative is another organization that aims to improve innovative use of technology in education. Through their project search Web site (http://k20.internet2.edu/projectfinder_index.php), teachers can locate various projects involving the use of desktop videoconferencing systems. They can opt to participate in a project by visiting the relevant Web site or contacting the program organizer.

IP videoconferencing systems make it more convenient for students to meet their peers from another community, culture, or country. The East Meets West project (http://www.araratcc.vic.edu.au/users/web/shodo/index.htm) allows Australian students to communicate with their Japanese peers using desktop videoconferencing systems, e-mail, and Web pages. By showing and telling each others’ experience, the students get firsthand exposure to different cultures. It helps them break down the barriers between them, acknowledge the differences, and learn to communicate with people from another culture.

This learning opportunity may come along with other activities designed for desktop videoconferencing. For example, in the water boiling project, by sharing pictures and experiences with students on the other end through the desktop videoconferencing system, students are able to overcome cultural and age barriers between them. They felt close to each other.

Another application of desktop videoconferencing is that through the system K-12 students can meet scientists, entrepreneurs, famous politicians, community leaders, and other experts in various fields who may not be accessible in other ways because of distance and their tight schedule.

Ask VU Live! (http://www.vanderbilt.edu/virtualschool/live.htm) is a series of activities involving IP videoconferencing. The goals of the activities are twofold: to increase students’ awareness about various careers and to foster their interests in those careers. The participants of the videoconferencing project range in age from 8 to 19. To acknowledge the age difference, there are three different sessions for elementary, middle school, and high school classrooms. Each scheduled session lasts for an hour and has at least two and normally three or four online sites. Depending on the situation, the presenter may physically visit a classroom that is connected to other distance sites through a desktop videoconferencing system. As an example, during the nephrology session, Dr. Thomas Daniel from Vanderbilt University visited the University School of Nashville. He presented to the third graders there while the presentation was made available via desktop videoconferencing systems to two other elementary classrooms and a middle school student who was sick at home. Students at a distance can watch the live presentation online and ask questions using the chat function built in the system.

To make the videoconference more effective, prepresentation and postpresentation activities were also designed (Virtual School at Vanderbilt University, 2005). In the prepresentation, the teachers guided students to think about some questions, such as the relevance of the activities to their classroom curriculum. During the postpresentation, except the discussion and question/ answer session at the local site, the students were also asked to work in small groups on short presentations that they needed to present to peers at other sites using desktop videoconferencing systems.

Another example of meeting with experts is the Scientist-on-Tap Program (http://www.gsn.org/gsh/teach/articles/sot.html), in which K-12 classrooms around the world can interact with experts and collaborate with peers using desktop videoconferencing systems. The interaction with experts greatly motivated students’ learning and improved their ability in conducting research (Andres, 1995). Moreover, meeting with experts gives students chance to know the real world in a meaningful way. They are exposed to different professions and learn what it takes to be in a particular field. They gain access to a real role model. In the case of science, they may change their view about science and scientists and select a science-oriented career. In addition, this kind of activity can enhance students’ skills in interpersonal communication.

Due to various reasons, students may not be able to learn the subject on-site. In these cases, desktop videoconferencing systems can be used to provide distance courses. The SeaTrek Distance Learning Program was provided by Mote Marine Laboratory and Aquarium in Sarasota, Florida (http://www.ihets.org/progserv/education/k20/seatrek/index.html). Students in Indiana schools can participate in a series of distance learning curricula provided by this program. For example, in the course Shark: Devouring the Myths, students learn about the types of sharks, the fact versus myths about sharks, shark behavior, and the anatomy/physiology of sharks through the media-rich videoconferencing systems. They can also ask questions and talk to the presenter during the conference session.

As another example, the teacher involved in the boiling water project collaborated with his colleagues to help students with special needs access courses at a distance. They sent a laptop and a camera to students who were recovering from illness at home or in hospital. In this way, the students can participate and feel they are part of the classroom activities while they are not able to go to school.

For a variety of reasons, such as safety, cost, and protection of the field, it may not be feasible for students to have a particular fieldtrip. Under these circumstances, a virtual fieldtrip via desktop videoconferencing system can be used. Titanic 2004 (http://oceanexplorer.noaa.gov/explorations/04titanic/welcome.html) is such an example. In June 2004, Dr. Robert Ballard at the University of Rhode Island revisited Titanic, which he had found in 1985. In this trip, he and his team investigated the ship to find out the changes of the wreck brought by both nature and human activities over the 20 years. This scientific exploration was broadcasted to thousands of children in the United States using two-way teleconferencing systems, including Internet-based video conferencing. Students had a virtual fieldtrip of this “Look, don’t touch” mission as it was happening (Weirich, 2004).

As another example, six high school students in West Warwick public schools in Rhode Island watched a live surgery at the Kent County Hospital. Through the desktop videoconferencing system, they first watched the whole surgery process and then held conversations with the operating team after the surgery (Monti, 2002). Similarly, fifth graders in Cape Elizabeth, Maine studied the anatomy of zoo animals through a desktop video conferencing system while the animals were more than 200 miles away from them (Bell & Unger, 2003).

As yet another example, while a teacher went to the Chimpanzee Human Research Institute (CHIN) to conduct her research, she brought an IP videoconferencing unit with her. Through the system, she discussed her research with the students and answered their questions. Both the teacher and the students felt that they benefited from each other’s support via the interaction (http://www.ri.net/RINET/products/ivid/projectgallery.html). In this example, as well as all of the preceding examples, students were able to have experiences that they normally would not be able to engage in without access to desktop videoconferencing.

The implementation of new technological systems is not without its challenges, and so it is with H.323 conferencing. The primary issues that users must face are related to scheduling, security, and bandwidth.

As with any event that is coordinated across differing school systems, scheduling often poses barriers to collaborative activities. Special arrangements may have to be developed to accommodate timing issues between or among organizations. Also, the location of the videoconferencing system may affect the ability to utilize it at certain times. The issue of access to the necessary facility, technology, and support is one that requires careful planning in advance.

IP videoconferencing systems are portable, affordable, and easy to use, while providing media-rich communication between people at different locations. Many classroom practices have showed that desktop videoconferencing can bring students opportunities to meet people and participate in activities that they would not have otherwise. It can greatly motivate students, enhance their cultural awareness, and improve their interpersonal and presentation skills. It also offers students a chance to learn technology by using it. With all of these benefits, K-12 teachers have integrated these technologies into instruction by providing students distance courses, virtual fieldtrips, meeting with experts, and peer teaching and learning. In addition, desktop videoconferencing can be used in many other ways, such as for teachers’ professional development, administrative meetings, and technical support. As indicated by research scientist Larry Duffy at the Jet Propulsion Laboratory, who serves in the Scientist-On-Tap desktop videoconferencing program, “The possibilities for future education using this technology is limited only by our imagination and resourcefulness” (Global SchoolNet, 2004).