Introducing Teachers to Videoconferencing

In Charles County, Maryland, videoconferencing equipment comes in a bag and is delivered to each school based on their videoconferencing schedule. On one such delivery, John (Senior network Engineer) mentioned to Michelle, the Technology Resource Teacher, that he had seen a dynamite lesson from the Discovery Center. It was just the thing she needed. On a visit to www.cilc.org, Michelle found Chemistry Capers, a hands-on program which enables students to combine chemicals to learn to differentiate between physical and chemical changes. Since she knew the 4th graders were learning that very concept, she scheduled the program.

While the content was of course important, Michelle had another purpose in mind. Her plan was to introduce videoconferencing to two 4th grade teachers with the goal of getting them excited enough to begin to work virtual fieldtrips into their curriculum on their own.

When the day arrived, the teachers were curious to see how this new technology might be beneficial. Students were somewhat excited, yet a bit hesitant, as this was all new to them as well. That didn’t last long. The presenter was fabulous. She began the lesson by whispering to the students and having them whisper back to her. In no time, they understood that she could hear everything they did and said. In addition, rapport between them was quickly gained. Though the students had background knowledge of physical and chemical changes, a pre-assessment given by the presenter at the beginning of this experience indicated that they really didn’t understand the concept. Working in pairs during the event, the students did back-to-back experiments which demonstrated physical and chemical changes. Now they could actually see the differences and they ‘got it.’

An Unexpected Outcome
At the end of this program, students began asking the presenter questions and wanted to know more about her. Students were curious about how she became a scientist prompting a discussion about college and the other jobs she held at the Discovery Center. Many students expressed a new interest in science and how exciting a job in this field would be.

Lessons Learned
The Discovery Center sends a box which includes instructions and materials for pre and post activities as well as those which are used in their program. Michelle says she will schedule events far enough out to allow the materials to arrive in time to complete the pre-lab activities.

Purpose Fulfilled
Michelle has a process for helping teachers integrate technology into their curriculum. Her three pronged approach includes:

1. Presenting a lesson for the students while the teacher(s) observe
2. Presenting a lesson with the teacher
3. Offering support as needed

It is obvious that Michelle’s approach is working. Sarah Gobe, one of the 4th grade teachers, commented, “The virtual fieldtrip provided a great hands-on experience for my students, while adding extra excitement to the lesson through the use of technology. My students loved the experiments and talked about them for days following the fieldtrip.” Both teachers realized the impact these types of experiences can have on their students’ learning and have already asked how they can explore the fieldtrips that are available on their own. Having taken the first step, the teachers are now ready for step 2: planning a virtual fieldtrip with Michelle’s assistance.

Moving Forward
Michelle plans to go back to www.cilc.org to review other programs offered by the Discovery Center, hoping to find others that will tie into curriculum at all grade levels. She also plans to share this experience at the Title 1 Role-A-Like meetings in her district and will enter information into her county’s database, where information related to the effectiveness of virtual fieldtrips, lessons learned, etc. is posted.

Meet Michelle Mandley
Michelle Mandley is the Title 1 Technology Resource Teacher at Dr. Samuel A. Mudd Elementary School in Waldorf, Maryland. Her role is to help teachers integrate all kinds of technology into their curriculum. In her district, Charles County, monies for Title 1 schools have been set aside for virtual fieldtrips with the stipulation that they meet and address curricular standards. In this event, the following two science standards were addressed:

• 4.5.C.1 Provide evidence from investigations to identify the processes that can be used to change materials from one state of matter to another.
• 4.5.D.1 Provide evidence to illustrate that when a new material is made by combining two or more materials, its properties are different from the original materials.

Contact Information
Michelle Mandley
301-645-3686

Thank You
CILC thanks Michelle for the interview she provided which enabled this article.