Using Videoconferencing Technology to Enhance Classroom Observation Methodology in Preservice Early Childhood Teacher Education

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Walsh, Jr., E. & Pickering, L. (2006). Using Videoconferencing Technology to Enhance Classroom Observation Methodology in Preservice Early Childhood Teacher Education. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 2434-2436). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/22440.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2006
Orlando, Florida, USA
March 19, 2006
ISBN 1-880094-58-4
  Caroline M. Crawford, Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

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Table of Contents

Authors

Eamonn Walsh, Jr., Lloyd Pickering, University of Montevallo, United States

Abstract

In order to learn about and become acclimated to the environment in which they someday plan to work, preservice teachers and pre-professional daycare providers in formal teacher education programs are required to conduct onsite observations. Traditionally, these observations require that the pre-professional, in the early stages of preparation, spend a required number of hours observing, documenting, and studying the dynamics of the real-world classroom. While there are clear benefits to this practice, there are also limitations that impair its effectiveness. However, in one teacher education program at a small liberal arts university, videoconferencing technology is being used as a means to offset the limitations associated with onsite observation and, more importantly, to potentially enhance the benefits of this necessary practice. The details of this technology-based observation method along with a description of a recently implemented study of its effectiveness are discussed.

Keywords

• Teachers
• Educational Technology
• Preservice Teacher Education

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