ISTE SIGIVC 2007: Dissertation Study: Kindergarten Use of Interactive Videoconferencing (IVC)
Organizational overview
This project features a pilot study for a dissertation involving a
participant observation of a kindergarten classroom using IVC.
The dissertation will meet part of the requirements for the doctoral
program in Instructional Technology, Duquesne University, Pittsburgh,
PA.
Challenge
While participation in DL classes has swelled in higher education,
opportunities for DL education in K-12 classrooms is still relatively
novel. IVC represents a growing form of DL technology for K-12
students and teachers that requires implementation of new teaching
strategies. Despite the growing usage of DL technologies, K-12
teachers are slow to embrace its benefits. Many journal articles
and literature summaries describe case studies about the use of IVC in
K-12 classrooms, but little research exists to provide educators about
best practices and anticipated learning outcomes in the early primary
grades. The purpose of this study is to investigate the impact of
IVC in a kindergarten class including interactions and types of
learning involving students, teachers, and distance
participants.
Solution
This study seeks to examine IVC from the perspective of classroom
experiences and corresponding learning theories. First, the study
addresses the following research questions: 1) What is going on?,
2) What types of meanings are being formed by the kindergarten students
during the interactive videoconferences?, 3) What is the nature of
young children’s emerging inquiries and dialogue surrounding
their use of IVC in their classroom?, 4) Were students actively
engaged?, 5) What is the setting of action?, and 6) When and how does
action take place? Due to the lack of research available about the
impact of IVC in a kindergarten classroom, this study follows a
qualitative approach to provide more information in the form of
description, explanation, and processes. An ethnographic, case
study methodology assists the researcher to observe and interpret
the theoretical assumptions about the nature of schools as well as
those of the instructors, the students, the culture of the classroom,
and their general, contextual social life. The natural classroom
setting provides a comfortable environment where young children may
speak freely in addition to meeting the requirements of a bounded
social system. The voice of the kindergartners is particularly
important to determining how they make meaning of the technology
involved, the content, and collaboration experience.
Results, innovations, and best practices
Participants included a southwestern Pennsylvania kindergarten
classroom, another remote kindergarten classroom in the same school
district, and Mote Marine Laboratory. Informed consent procedures
included Parental/Guardian Permission forms for all minors, Minor
Assent forms for the children, and informed consent forms for all staff
and adult participants. The pilot study facilitated the
investigation of a prototypical design for an ensuing IVC
dissertation. While the pilot study was not a design experiment,
the essence of this research case was to build and test a potential
design approach for the final project. An invitation to
participate was posted with videoconferencing listserves as well as
collaboration partnerships. Participant qualifications included a
kindergarten classroom within an hour’s drive of Pittsburgh, PA,
daily access to videoconferencing equipment in the school, and
availability for the study within a two-week, consecutive period.
Data was collected over a ten day period in the spring of 2007 using
field notes and transcribed videotaped records of IVC
sessions. Data analysis is ongoing using the ATLAS.ti
qualitative software and other video analysis tools. There were
no risks greater than those encountered in everyday life.
However, participation benefits included interaction with other
kindergarten classrooms and one content provider. In addition,
participants helped to contribute data to a growing body of knowledge
about how IVC impacts learning in the early primary grades.
Research is needed to explore how technological innovations affect
learning in the classroom.
Contact information Debra Piecka, Doctoral Candidate, Instructional Technology, Duquesne University, 2336 Aetna Drive, Pittsburgh, PA 15241, (412) 370-5553, dpiecka@comcast.net