Running head: VIDEOCONFERENCING AS A TEACHING TOOL 1 Videoconferencing as a Teaching Tool Student’s Name Institution of Learning VIDEOCONFERENCING AS A TEACHING TOOL 2 Historical Background In 1994, Congress adopted the Improving America’s Schools Act and a subsequent appropriation that envisaged $45 million to improve the application of educational technology in American schools (Johnston & Barker, 2002, p.5). As the result of the following five years, this sum had been increased to $765 million; therefore, in the light of increasing funding, Congress requested more convenient evidence that would justify such significant investments. Since then, researchers dedicated their efforts to find out and bring to life the numerous benefits of video conferencing as a technology having all prospects to become a fully-recognized teaching tool. As a result of these strivings, video teaching has become acknowledged at the highest levels. For instance, in North Carolina’s Technology Competencies for Educators, which is an extremely specific set of standards, demonstrates that the telecommunications skills of teachers, including the use of effective distance learning, desktop video conferencing, and teleteaching technologies, are crucial for learning (Bielefeldt, 2002, p.123). To speak specifically about the benefits of videoconferencing as a teaching tool, which were highlighted at the root of the scientific concerns focused on this subject matter, it is worth highlighting that they can be categorized according to their general and specific impacts. To begin with the general advantages, in 1998, Hearnshaw (p.52) conducted research in which he highlighted that videoconferencing is an effective tool for supporting distance learning by linking up students and tutors as well as for offering means of reassurance and social contact for students. Moreover, it can be used as a great benefit for schools wanting to increase the degree to which their students utilize technologies and the communication skills of their students, as well as to give their students worthwhile opportunities to present their own work and ideas to an VIDEOCONFERENCING AS A TEACHING TOOL 3 audience outside their immediate peers (Gage et al., 2002). Therefore, the fact that video teaching envisages various positive implications has gained a significant scholarly justification. Specifically, these effects also were reviewed from the perspective of their direct relation to both students and teachers. For instance, video conferencing allows collaborating with schools where pupils belong to different cultures, which, in turn, leads to the establishment of the multicultural relationships and mutual understanding (Cifuentes & Murphy, 2000, p.69). Simultaneously, it appears as an effective tool that allows interacting with native speakers and as a result, improves a student’s knowledge of languages (Kinginger, 1998, p.502). Moreover, considering the direct input of video teaching, research has revealed that it contributes as an alternative outlet for expression by those normally hampered by poor literacy skills (Eales et al., 1999). Finally, it is worth mentioning the research dedicated to investigating videoconferencing from the perspective of students with special education needs. Among numerous benefits, it has been emphasized that it helps students overcome the feeling of isolation as well as develop essential social skills by interacting with peers who have similar needs (Thorpe, 1998, p. 395). Along with the benefits for students, the research dedicated its efforts to reveal the impact of videoconferencing on teachers, who can use video conferencing to motivate their students, providing them with the positive role models. For instance, the research conducted by Cifuentes and Murphy demonstrated that academic aspirations are raised amongst those students communicating with more assured students (Cifuentes & Murphy, 2000, p.69). In addition, the above-mentioned research highlighted that videoconferencing allows increasing the audience of the course as well. Also, the other important point emphasized by the research is that video conferencing is a useful tool on the road to achieving a better relationship between students and VIDEOCONFERENCING AS A TEACHING TOOL 4 teachers, as students feel more comfortable when communicating by distance, which, in turn, results in more frank interactions (Sharpe et al., 2000, p.61). Therefore, it is clear that in light of active governmental funding, the topic of the teaching benefits of video conferencing did not lack the attention of scholars, simultaneously glossing over the fact that it also can have negative impacts or some pitfalls. However, in 1996, Moore and Kearsley mentioned that the lack of mobility, face-to-face contact, and sound activation delays contribute to the appearance of a "transactional distance" that embodies both physical and psychological effe
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