The Intern Grant Management Committee is conducting a pilot project that utilizes the technology of the IRIS Internet based videotaping equipment, which has been purchased through the organization known as "thereNow".  The focus of this study is to determine the effectiveness of using Internet connected videotaping of student teacher for clinical observations and self-reflection.  Essential to this project is the collection of data that will determine the validity of the premise that remote observations are as effective for the development of student teacher's professional practices as compared to in-person observations. 

       This web site is the medium currently being utilized to create a central material and literature storage unit.  The literature and Internet related resources applicable to this project are accessible to those that members of the Intern Grant Management Committee.  Please contact Loren Naffziger at LNaffziger@nu.edu or by phone at 858-642-8385 for additional information or to add to the resources.

       In the Fall semester of 2010, the National University (NU)-School of Education (SOE) began its third year funding cycle of a five-year grant from the California Commission for Teacher Credentialing.  This grant provides over two million dollars a year in funding for the NU and School Site Supervision of Interns fulfilling their clinical practice requirements for a preliminary California Teaching Credential.  Given the economic situation of the State of California, it is unlikely that these funds will continue to be available to support the supervision of interns in the field once the grant funding cycle is complete. 

       Given the likelihood that funding will not be available in the future to support the supervision and evaluation of interns, the NU-SOE has begun to explore cost saving measures.  This will allow the university to continue to provide the required supervision and evaluation of teaching candidates completing their required clinical practice activities.  In addition, the literature supports the premise that the use of technology has the potential to improve the clinical practice experience of the teaching candidates. 

Remote Observation Equipment Purchase

       At the end of the 2009-2010 grant funding cycle, the NU-SOE purchased ten cameras with remote internet access in an effort to determine whether the use of such equipment by NU Supervisors would be as effective as face-to-face observation of those engaged in teaching activities.  To gather data on the effectiveness of this technology, we have designed a pilot project, which includes the best practices and procedures for the use of the technology.  This document outlines the scope of the pilot project and the procedures that will be a part of the assessment process to determine the value and cost effectiveness of using remote observation for the viewing, interacting, and evaluation of teaching clinical practice.

The Remote Camera Pilot Project

       The scope of the pilot project begins with the placement of 10 IRIS Connect™[1]remote observation cameras in classrooms where NU Interns are working within the greater San Diego and Riverside Counties (see appendix A for an overview of the system).  The camera placement will include at least one school site in the Imperial County region, which will enhance the information on the cost-benefit analysis of the use of the remote observation system.  The training of the interns (IN) or student teachers (ST), and their NU support providers (NUSP) and the school site support providers (SSSP) in the use of the hardware and software, which is a part of the thereNow Internet Connected Remote Observation Equipment[2](TICOE) is the second part of this pilot project.  The third part of the pilot project is the assessment of the effectiveness of the use of the TICOE system for supporting the clinical practice of teacher candidates and the cost-benefit analysis of replacing face-to-face observation procedures with this technology.

Instructional Technology Specialists

       The hiring of two Instructional Technology Specialists (ITS), on one-year temporary contracts, to secure and manage the placement and usage of the TICOE equipment is a part of this pilot project.  Their duties include the development and implementation of the procedures and training that will support the use of the TICOE system (see appendix C).  They will also manage the licensing (see appendix F) of the TICOE system users and collaborate with members of the Intern Grant Management Committee on the assessment of the effectiveness of the pilot project.

       The ITS began their work on the writing and development of a procedure by reviewing the literature on case studies that relate to the remote viewing, interacting, and evaluation of teaching candidates.  The benefits of recording the pedagogical practices of IN or ST for analysis, reflection, and the development of a video library are noted in the literature (e.g., Beck, King, & Marshall, 2002; Dyke, Harding, & Liddon, 2008; Marsh, Mitchell, & Adamczyk, 2010).  The following section provides a synoptic review of the literature that pertains to the use of remote observation and videotaping of those involved in the development of professional teaching practice. 

Best Practices for Using Remote Observation and Videotaping Research

       Beck et al., (2002) suggests that the use of videotaping to develop cases has an “intuitive” component, which relates to the use of the recording of actual classroom interactions (p. 346).  According to the authors, pre-service teachers are better able to make the cognitive transition from theory to practice as real life situations create the opportunity to discover instructional problems.  The recognition of diversity, the need to differentiate instruction, and the development of alternative pedagogical strategies are a part of the benefits of videotaping.  In addition, the richness of the multimedia stream that includes visual and auditory elements creates an environment for interpreting the “events and contexts” in an authentic environment (p. 347).  In summarizing their findings, the authors make the following statement in regards to the use of videotaping by pre-service teachers:

These cognitive processing experiences may have extended and deepened

videocase makers’ understanding of teaching and learning, and consequently

increased their ability to identify, interpret, and analyze manifestations of exemplary

teaching during observation beyond that of the preservice teachers whose

cognitive processing of observations was limited to their classroom experience.

In turn, videocase makers’ increased ability to read teaching–learning ideas in

what they observed could have influenced their ability to identify, interpret, and

analyze manifestations of exemplary teaching later in the video test situation (p. 358).

Comparable to Face-to-Face Observations

       Supporting the idea that the TICOE system can efficiently reduce costs, Dyke et al., report that a “strong correlation in professional judgments of teaching performances by both online and in-class observers (p. 45).  The dual observation camera system that Dyke et al. discuss utilizes a two-way visual and audio scheme.  In this system, both the IN or ST and the observer can see and talk to each other over an Internet-anchored software application.  The design of the pre-observation, observation, and post observation procedures was conducive to creating a collaborative environment, which was conducive to a strong IN or ST performance.  The findings of the researchers (Dyke et al.) support the premise that online viewing of an IN or ST is as reliable as the face-to-face observation of their teaching practices.

       A major component of the remote teacher observation is to capture moments that will enhance the teaching practices of those entering the profession.  Waxman, Tharp, and Hilberg, (2004) note that, “One of the most important purposes of systematic classroom observation is to improve student teacher’s classroom instruction” (p. 90).  The feedback that observers provide helps teacher candidates understand their own strengths and weaknesses and consequently enables them to improve their instructional methods and strategies drastically.

       Face-to-face classroom observations of student teachers versus remote classroom observation of student teachers can be cost efficient for all involved, and the outcomes are beneficial.  When conducting face-to-face classroom observations, the supervising teacher or the university incurs expenses that range from mileage to travel time, and in some cases, overnight housing.  In comparison, while using remote classroom observation, the supervising instructor does not experience any of those expenses.  In fact, the supervising instructor can observe the student teacher from any location that Internet access is available.

       Another benefit of using the remote observation is that the recording and archiving of the observation, which allows for reviewing at any time.  Having the availability to review the observation will provide a visual enhancement for the TC.  Videos allow the TC to see their errors or areas that need improvement with the feedback that the supervising instructor provides.  The pricing of the equipment and software associated with the use of remote classroom observation may be high; however, the return on your investment is worthwhile according to Waxman, et al. (2004).

  Online Discussions with Peers

       Lee and Wu (2006) report a case study that includes a comprehensive use of an Internet-based computer mediated communication system involving the videotaping of instructional activities.  In the first semester, the IN or ST made videotapes of their microteaching sessions, met in small groups of peer with a mentoring faculty member to review their practices.  During the second semester, the inclusion of lesson plans, handouts, and self-evaluations were additions to the videotaping of ST performances.  The utilization of an online discussion forum with all of the second semester ST materials was conducive to a very thorough evaluation of the ST performances.  The findings of the study point out that the ability for an IN or ST to “review their performances in an online environment is more convenient, leads to better self-evaluation, and improves learning through the collaborative interactions of peers” (p. 376-377).  Future uses of the TICOE system may incorporate the use of peer collaborations, which would align to the findings of this study.

Additional Considerations

       In addition to the remote observation and video recording of the IN or ST, there are other aspects for the use of the TICOE that warrant consideration for future projects.  Reflective practices (Rosaen, Lundeberg, Cooper, Fritzen, & Terpstra, 2008), small peer group collaboration (Maclean & White, 2007), cognitive coaching (Crasborn, Hennissen, Brouwer, Korthagen, & Bergen, 2007); and the development of the social, affective, psychomotor, and cognitive domains (Yung, Yip, Lai, & Lo, 2010) are possibilities with TICOE system.  These accumulation of benefits to the using of the TICOE system could have positive effects on the overall performance of the IN or ST in the beginning of their educational career.

Reflective Practices

       Rosaen et al. (2008) present the findings of the case study that include the value of utilizing the videotaping of IN and ST teaching segments for reflective practice training.  By utilizing small “chunks” and smaller “segments”, the authors report that the IN were better able to make specific observations on their pedagogical practices as compared to memory-based reflections.  The researchers report that the ability to move from general classroom management to specific pedagogical practices; center on the children’s responses to instruction; and the capacity for the IN or ST to connect to the evidence improves significantly by the use of videotaping.

Small Group Collaboration

       ST that were a part of a pilot project utilizing joint reflection methods for reviewing videotapes of their instructional practices were successful in forming a strong professional identity (Maclean & White, 2007).  In this pilot study, the use of a collaborate team of teacher educators, in-service teachers, and ST was beneficial to the ST.  The conclusions of the study indicate that ST developed strong professional collaboration skills as well as the formation of individual and social identities were positive outcomes in this study.  The authors summarize their findings in this statement:

       It is our belief that the reflections that we observed benefited the student teachers by increasing their confidence, enthusiasm, and professional training.  The student teachers commented on how much they appreciated the opportunity to work over an extended time with a team of teaching professionals, and how beneficial that opportunity was for their professional training (p. 58).

Cognitive Coaching

       Crasborn et al., (2007) discuss the improvement of supervisors in promoting dialogue with their mentees as opposed to being didactic through the implementation of a specific training program.  The video recording of the mentor-mentee discussions of the ST performance provides an additional opportunity for analyzing the quality of the relationship.  The author’s report is specific to a supervisory training analysis, but the implications for the use of the TICOE are evident.  Specifically, the analysis of the mentor-mentee relationships through the feedback provided in the IRIS Connect web site may lend itself to the improvement of training of NUSP and SSSP. 

Social, Affective, Psychomotor, and Cognitive Domains

       Yung et al., (2010) provide an analysis of the literature on the use of videotaping for professional development as well as teaching pre-service applications.  They conclude that the best practices for the use of videotaping would incorporate the social, affective, psychomotor, and cognitive domains in the desirable learning outcomes.  The importance of developing a collaborative community that allows the participants to reflect on their skills and strategies will promote cognitive development.  This growth in the cognitive domain will enhance the participants’ development of professional attitudes and values with confidence.

Literature Review Summary

       The TICOE system is a vehicle for promoting reflective practice (Rosaen et al., 2008), developing a collaborative community (Maclean & White, 2007), improving supervisory practices (Crasborn et al., 2007), and creating an effective arena for promoting the development of the four domains (Yung et al., 2010).  By carefully guiding the IN or ST, those in supervisory roles can provide the tools for the candidates to develop their reflective practices.  The IRIS Connect web site allows the candidate to review their pedagogical practices at times and locations that can be conducive to the reflective practice.  If IN and ST are encouraged to discuss and review their video captured moments with their peers, they will develop the type of collaborative community that can create synergistic outcomes.  Specifically, the group may encourage and strengthen each other’s ability to analyze teaching practices that will promote the individual candidate’s ability to perform at higher levels of pedagogical proficiency. 

       The TICOE system allows the supervisors to access the candidates’ observations and evaluate them using a number of criteria.  The standardization of these criteria though the use of specific tools and protocols will allow NU to train the supervisory team in the best practices for the use of the items.  In alignment with the work of Crasborn et al., (2007), it is also advisable to consider training the supervisor on the best practices for facilitating discussions with the candidates that allow them to reflect on their performances. 

       By adding all of the previously discussed professional development skills to the candidates’ experience, the expectation for growth in the four domains that Yung et al., (2010) discuss is certain.  The candidates will have the benefit of a social community that will promote their ability to assess their teaching practices, which ensures their cognitive and affective domains undergoing transformative growth.  The summation of these experiences can propel the candidates into a bright teaching career.