Heather Lin Language – Chinese (Canadian Lead Primary School Ballarat) Started video conferencing term 3 2013, to deliver Chinese lessons to a small school.

Heather Lin

Language – Chinese (Canadian Lead Primary School Ballarat)

Started video conferencing term 3 2013, to deliver Chinese lessons to a small school with 10 kids (grade 3 to 6)

My experiences with video conference technology

The tools available …

Polycom 820 units in Vic schools

MSLYNC – Every DEECD teacher in Vic & others by LYNC attendee invitation

Polycom to Polycom

Powerful camera control tools

Fast connection

Flexible for connecting other devices such as IPADS

Tools I use the most for lesson

MS　 Power point

MS Word

IPADS apps: Explain Everything Note Pages Doodle Buddy

Polycom to Polycom

Not flexible for location

Not a tablet

Cannot transfer resources (file)

Microsoft Lync to Polycom No specific location required, only needs internet

access

Does NOT allow display of visual material

Does NOT allow display of computer or ipad screen

Requires high involvement by the classroom teacher

Strategies

Strategies - Avoid need for high teacher interaction

Prefer multiple choice to free writing

Use ipad apps to teach hand writing (self correcting)

Simple activity structure (explanations can be surprisingly hard)

Strategies -Set clear rules for communication

Divide responsibility for the classOn-site teacher manages class

behaviourAgree on-site teacher’s involvement

in the language component (remember - not their area)

Use visual and spoken cues You don’t have “presence” to control

the class

Strategies - Homework

Difficult to run reinforcement activities via video conference

“Homework” could also be in class after the video conference

Preparation

Preparation - Timing control

Things take longer in video conferencing (especially behaviour management)

Coordination of activities and documents (and technology) can cause delays

Preparation - Documents

Provide students with a list of the key words, grammar principles etc (note taking is a lost art)

Too many documents are a distraction (for students and teachers)

Clear labelling for documents – I suggest numbering

Tell the on-site teacher how documents are to be used in the class

Preparation - Technical control

Have all resources open on the computer and tested before starting class

Provide a copy of teaching content for both ends (plan B)

Be prepared to run a lesson without any particular part of the technology working