Desktop Videoconferencing: Examples of Applications to Support Teacher Training in Rural Areas

Abstract This article presents examples of desktop videoconferencing used as a tool for supporting teacher training, particularly in rural settings. The accessibility of videoconferencing desktop systems makes it possible to directly observe and supervise students in actual teaching situations. Videoconferencing presents unique opportunities for working with students in rural settings, as well as other students with limited access to university programs. The benefits and challenges of using desktop videoconferencing are discussed. The discussion section addresses the need for additional research to determine the appropriate application of desktop videoconferencing systems as the technology becomes more available for school use. Distance education opportunities that include two-way interactive television and/or web-based courses are promising alternatives to traditional approaches in meeting the needs of special education teachers (Spooner, Spooner, Algozzine, & Jordan, 1998). Distance education technology is a means for delivering university courses to teachers, related service personnel, paraprofessionals, and others involved in special education in rural settings (Collin, Schuster, Grisham-Brown, 1999). In addition to the didactic classes offered through teacher training programs, there is a need to observe students and maximize the opportunities for individual contacts in a field-based setting at a distance. The supervision of students in a field-based or practicum setting can be challenging during teacher training, particularly when the student is not in close proximity or has no easy access to university faculty. The amount of time faculty members spend in travel can have a negative influence on the amount of time available for actual supervision of students. In the past, attempts to reduce faculty travel time when the student was at a distance from the university included videotaping the practicum experience or hiring an adjunct for on-site supervision. Both alternatives have significant limitations that include: (1) Increasing time between the observation and feedback; (2) Limitations in available observation opportunities; and (3) Expense of hiring additional faculty. Issues With Recruitment and Retention of Rural Educators The need to offer teacher training in rural areas is a priority as well as a challenge to universities attempting to meet the needs of school districts. Accessible teacher training is especially critical for teachers needing certification to work with students with disabilities and students who are culturally and/ or linguistically diverse. There are several reasons for the critical teacher shortage in rural areas. Westling and Whitten (1996) found that many teachers who relocate to a teaching position in a rural area are often unfamiliar with the challenges of the rural classroom. Teachers who accept rural jobs immediately after graduation are typically Anglo females in their early 20s (Heimbecker, Minner, & Prater, 2000). In addition to the isolation and unfamiliar rural life for these beginning teachers, accessibility to higher education programs that include field-based supervision and support is typically not available without traveling. Westling and Whitten (1996) described the need for accessibility to higher education programs as extending to those individuals who seek to obtain their teaching credentials but are unable to travel and leave their families for the required time. Individuals who live in rural areas are often familiar with the language, culture, and unique needs of the students. Paraeducators are another source of potential teachers and are typically valued members of the school community and rural area, but paraeducators need accessibility to higher education teacher training programs that require didactic as well as field-based training with supervision. The rapid development of technologies and the increase in distance education opportunities have created the need to explore desktop videoconferencing as a tool for supervision to meet the needs of individuals seeking teacher certification or advanced training. …