Video conferencing used in a pilot program to connect Mathematics Extension 2 students across the region
Declining numbers studying Mathematics Extension 2 at high school made it the ideal choice to pilot the advantages of video conferencing technology* as a teaching tool. Using the technology to foster a learning community for students who were typically studying solo and, in turn, make peer support more readily available for their teachers, were the goals put forward for the development of the Macarthur Schools Mathematics Extension 2 Learning Community.
Rob Muscatello, Education Officer, Secondary Mathematics, Religious Education and Learning Services, Catholic Education Office, Diocese of Wollongong says when the video conferencing technology‚ provided via IT service provider CEnet‚ became operational, a pilot project within the area‚ Mathematics Extension 2 classes was suggested. Undertaken from Term 4 2009 to Term 3 2010, four schools within the Diocese participated: Magdalene Catholic High School, Narellan; Mount Carmel High School, Varroville; John Therry Catholic High School, Rosemeadow; and St Patrick's College, Campbelltown.
Within the Macarthur region there are seven Maths coordinators, but for this high level of Maths there are not a lot of students, only one or two per school. Video conferencing enables us to bring students together and to experience teachers with different areas of expertise‚ Muscatello says students in each school were feeling isolated as effectively they did not have a class‚ the video conferencing technology brought companionship and a level of competitiveness.
Practicalities of the pilot
While the whole course could have been delivered via video conference, Muscatello says it was decided to proceed with the course broken down to one session with a teacher at their own school, one two hour face-to-face session where all the students would come together at one location, and one hour-long video conference session per week. This session was primarily used for continuing the work session from the face-to-face class, or for new teaching or practising HSC exam questions. "We thought it was important that the kids had the opportunity to connect with each other", Muscatello says, "the video conference session was only once a week it kept the interaction fresh so it was just part of the holistic learning experience."
Mount Carmel High School Teacher Jason Shoebridge initially thought video conferencing would be a fantastic form of professional development for staff and an ideal way for students to interact with their peers attempting the same course from other schools. " With such low numbers from each of the schools it gave the students a chance not only to compare themselves with students from other schools but it also gave them the opportunity to form working friendships and to help and support each other. I hoped that the students would develop a support network from within the group and also that the group may make the students more competitive."
A student of Shoebridge, Michel Fathallah says it was exciting using the video technology in the classroom. "It allowed for teachers that lived quite a while away to teach and it was also convenient for teachers near us, saving them the extra travel time."
Dealing with the technologyTechnically the pilot went smoothly. Shoebridge says there were instances when the video picture became a little pixelated, however the majority of the issues were small and easily fixed. Shoebridge adds some students found it difficult to hold a conversation as they did not know when they were able to speak so they were not talking over someone else. They did however appreciate the ease in which we were able to readily communicate with other schools in the Diocese. He believes despite some initial difficulties, the students did see the value in the video conferencing. Fathallah had some constructive advice to offer to improve the interactive elements of video conference sessions in the future. There needs to be something like a buzzer where instead of raising a hand, the student would press the buzzer and on the teacher's screen it would become evident that a student had a question.
From a teaching perspective, Shoebridge says his teaching style did change. "I needed to be very clear and concise with my explanations, obviously in Extension 2 Mathematics, some of the worked solutions can be quite lengthy, hence, the video conferencing worked better for some topics than others." Muscatello says the video conferencing technology offered teachers the ability to learn other techniques of teaching and the ability to experiment using new technologies such as using the camera on a whiteboard or using PowerPoint presentations. Teachers need to think about the mode of delivery and to be a good teacher you need to deliver a variety of modes of teaching.
For the video conference element of the subject, teachers prepared a booklet that was supplied electronically to the students prior to class. This way the teacher did not waste time during class writing up problems.
The next stepUse of video conferencing technology as part of the Mathematics Extension 2 subject is being continued this year. However only two schools within the Macarthur Diocese are involved due to a smaller number of students undertaking this course in 2011. Muscatello is investigating the establishment of a tutoring program across all schools for senior students.
Shoebridge is very enthusiastic about the future use of the technology. I think it is a powerful resource that should be utilised among schools to enable students to interact with others from different schools, enable students to experience other teaching methods from various teachers, and also for teachers themselves to learn from other teachers.
The video conferencing enables this to happen very easily.
Declining numbers studying Mathematics Extension 2 at high school made it the ideal choice to pilot the advantages of video conferencing technology* as a teaching tool. Using the technology to foster a learning community for students who were typically studying solo and, in turn, make peer support more readily available for their teachers, were the goals put forward for the development of the Macarthur Schools Mathematics Extension 2 Learning Community.
Rob Muscatello, Education Officer, Secondary Mathematics, Religious Education and Learning Services, Catholic Education Office, Diocese of Wollongong says when the video conferencing technology‚ provided via IT service provider CEnet‚ became operational, a pilot project within the area‚ Mathematics Extension 2 classes was suggested. Undertaken from Term 4 2009 to Term 3 2010, four schools within the Diocese participated: Magdalene Catholic High School, Narellan; Mount Carmel High School, Varroville; John Therry Catholic High School, Rosemeadow; and St Patrick's College, Campbelltown.
Within the Macarthur region there are seven Maths coordinators, but for this high level of Maths there are not a lot of students, only one or two per school. Video conferencing enables us to bring students together and to experience teachers with different areas of expertise‚ Muscatello says students in each school were feeling isolated as effectively they did not have a class‚ the video conferencing technology brought companionship and a level of competitiveness.
Practicalities of the pilot
While the whole course could have been delivered via video conference, Muscatello says it was decided to proceed with the course broken down to one session with a teacher at their own school, one two hour face-to-face session where all the students would come together at one location, and one hour-long video conference session per week. This session was primarily used for continuing the work session from the face-to-face class, or for new teaching or practising HSC exam questions. "We thought it was important that the kids had the opportunity to connect with each other", Muscatello says, "the video conference session was only once a week it kept the interaction fresh so it was just part of the holistic learning experience."
Mount Carmel High School Teacher Jason Shoebridge initially thought video conferencing would be a fantastic form of professional development for staff and an ideal way for students to interact with their peers attempting the same course from other schools. " With such low numbers from each of the schools it gave the students a chance not only to compare themselves with students from other schools but it also gave them the opportunity to form working friendships and to help and support each other. I hoped that the students would develop a support network from within the group and also that the group may make the students more competitive."
A student of Shoebridge, Michel Fathallah says it was exciting using the video technology in the classroom. "It allowed for teachers that lived quite a while away to teach and it was also convenient for teachers near us, saving them the extra travel time."
Dealing with the technologyTechnically the pilot went smoothly. Shoebridge says there were instances when the video picture became a little pixelated, however the majority of the issues were small and easily fixed. Shoebridge adds some students found it difficult to hold a conversation as they did not know when they were able to speak so they were not talking over someone else. They did however appreciate the ease in which we were able to readily communicate with other schools in the Diocese. He believes despite some initial difficulties, the students did see the value in the video conferencing. Fathallah had some constructive advice to offer to improve the interactive elements of video conference sessions in the future. There needs to be something like a buzzer where instead of raising a hand, the student would press the buzzer and on the teacher's screen it would become evident that a student had a question.
From a teaching perspective, Shoebridge says his teaching style did change. "I needed to be very clear and concise with my explanations, obviously in Extension 2 Mathematics, some of the worked solutions can be quite lengthy, hence, the video conferencing worked better for some topics than others." Muscatello says the video conferencing technology offered teachers the ability to learn other techniques of teaching and the ability to experiment using new technologies such as using the camera on a whiteboard or using PowerPoint presentations. Teachers need to think about the mode of delivery and to be a good teacher you need to deliver a variety of modes of teaching.
For the video conference element of the subject, teachers prepared a booklet that was supplied electronically to the students prior to class. This way the teacher did not waste time during class writing up problems.
The next stepUse of video conferencing technology as part of the Mathematics Extension 2 subject is being continued this year. However only two schools within the Macarthur Diocese are involved due to a smaller number of students undertaking this course in 2011. Muscatello is investigating the establishment of a tutoring program across all schools for senior students.
Shoebridge is very enthusiastic about the future use of the technology. I think it is a powerful resource that should be utilised among schools to enable students to interact with others from different schools, enable students to experience other teaching methods from various teachers, and also for teachers themselves to learn from other teachers.
The video conferencing enables this to happen very easily.
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