Tele-advice

We advise you to start slowly. We suggest that you do not schedule weekly telecollaborative meetings, but rather monthly meetings. Before you set up your first conference, contact your technical support team for assistance in room set-up and scheduling. In addition, the technology support teams from each school should communicate with each other prior to every hook-up to verify the Internet protocol connection. Table 1.4 , Tele-Advice Columns, expands on telecollaborative terms, safety measures, and equipment needed.

Table 1.4
Tele-Advice Columns

Terms	Safety Measures	Equipment
Internet Protocol Address (IP address): Numeric address of a computer on the internet. This is a series of numbers separated by periods that need to be entered to make a connection. Network Etiquette (Netiquette): Appropriate behaviors to follow while online with an e-pal or during a video conference. Adhere to the same standards online that you would follow in the traditional classroom. Electronic Pals (E-pals): E-mail partners, sometimes called key pals. Visit http://www.ecu.edu/ itcs/act/vc/glossary.htm for a glossary of additional videoconferencing terms.	It is imperative that you consider internet safety precautions for the e-pal activities and the telecollaborative hook-ups. Check with your technology coordinator about internet permission slips. Be sure to follow the Children’s Online Privacy Protection Act (COPPA). See the following website if you need further information: http://www.ftc.gov/bcp/ conline/pubs/online/ teachers.htm Furthermore, the Family Educational Rights and Privacy Act (FERPA) includes rules and regulations related to privacy for students, staff, and faculty. Visit http://www.ed.gov/policy/gen/ guid/fpco/ferpa/index.html for more information.	Some of the video conference equipment that we utilize for our telecollaborative partnership is in the photos below. Most equipment includes microphones. However, additional microphones or wireless microphones may be purchased. Document cameras are additional pieces of equipment you may want to incorporate into your telecollaborative experience. If this equipment is not available, inquire at your central office, or perhaps write a technology grant. The following site contains information on grants in technology education: http://techlearning.com/ resources/grants.jhtml

 

Polycom Camera (photo submitted by author)

Polycom Camera/Television (photo submitted by author)

Final Checklist

The following telecollaboration recipe is a final checklist to reference as you begin this new adventure in teaching. The recipe includes necessary tools for program success.

Recipe: Middle School Telecollaboration Prep time: In order to plan, your initial hook-up may take a few conference calls and e-mails. Cook time: We suggest a 45- to 60-minute class period per hook-up. Yields: An enjoyable and educational technology and social studies integration experience. Preheat: With sufficient bandwidth (approximately 512kbs). Ingredients for a successful telecollaboration: Signed parental permission slips from all participants 2 willing middle school teachers, not in the same school and preferably not in the same state 1-100 open-minded adolescents A CODEC, Coder/Decoder (i.e., Polycom, VTEL, Tandberg) An Internet Protocol (IP) address for each location Microphones (included with some cameras) Cameras (i.e., a document camera, an audience camera , an instructor camera) Examination of the National Educational Technology Standards for Teachers’ (NETS) 10 teacher essential conditions. Visit http://cnets.iste.org/teachers/t_esscond.html Optional topping: Have a technology support person/team to assist with sound or picture trouble-shooting Note: After baking, allow time for student and teacher reflection.

 

Conclusion

Implementing telecollaborative strategies is a challenge for even the best of teachers. It is natural to be both excited and anxious when trying something new. Knowledge, technical support, and experience can alleviate feelings of anxiety and fear. By following the plan provided, a middle school teacher should feel equipped with the tools necessary to begin a successful telecollaborative partnership. In the quest of middle school students to make sense of their world, it is important to realize that these telecollaborative activities can add relevance and meaning to learning. Implementing this curriculum innovation has the potential to enhance the traditional middle school classroom.

If you find yourself involved in a telecollaborative experience, we would love to hear your story. Please contact us at gooda@mail.euc.edu, oconnork@mail.ecu.edu, and/or eric.luce@usm.edu.

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Meridian: A Middle School Computer Technologies Journal
a service of NC State University, Raleigh, NC
Volume 8, Issue 1, Winter 2005
ISSN 1097 9778
URL: http://www.ncsu.edu/meridian/sum2004/relationships/4.html
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