This week we had the opportunity to experience a video conferencing session with the Royal Tyrell Museum. I had my apprehensions about video conferencing; I've experienced Skyping for personal communications and in the classroom, which was interesting, but have frequently encountered technical problems with this media such as the video image freezing or going black, not being able to hear clearly, and having significant delays. Forunately, I was pleasantly surprised and so impressed by the quality of both the presentation and the technical competence of the equipment used!
For the first several minutes I had a hard time coming to grips with the idea that the conference was being held in real time and was truly interactive; I would forget and feel as though we were just watching an educational video, and then the presenter on screen would make a comment about the class ("You're all just staring at me so intently right now! Yes, sir in the back row with the green hoodie, you have a question?") and it would recall me to an awareness of the present. I was impressed that he was able to hear questions so clearly that were directed to him from the back of the audience, and able to identify raised hands so easily. I was also impressed by how aware he was of what WE were seeing on our screen and how he was able to manage the technical aspects as well as the interactive elements of the presentation simultaneously and seamlessly.
I believe video conferencing, especially of this quality, would be a powerful tool in the classroom. The interactive nature (dialogue between the presenter and the students, the students able to play games on the screen, etc) personalizes the experience and will help to engage the students in the lesson. It would be a great alternative to field trips that may not be feasible, and it really opens up the world inside the classroom. Students can not only video conference with institutions within their own city, province, or even country; students would be able to personally interact with people, cultures, and resources around the globe. I will definately make a point of ultilizing this media where possible in my future teaching career, providing adequate equipment is available.
Another interesting resource that I browsed today was the simulated pig dissection. While disgusting, I can see the value of this tool. Personally, my major deciding factor in high school against taking biology was the desire to avoid dissecting dead animals. I ended up taking Physics, which I really struggled with, and listening to my friends talk about how interesting and practical biology was. I have always wondered if I made the right choice not taking bio? Maybe if there had been an option when I was in high school to simulate the dissection, see the organs and systems and how they connected without having to actually touch (and smell!) the body, I would have been more inclined to take the class and discover a science that was more accessible to me.
In light of this weeks module I would like to further investigate options for simulative and interactive experiences using technology in order to broaden the learning possibilities in my classroom and appeal to my student's different learning preferences through a variety of approaches.
