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2011 - 55th Annual Conference of the Comparative and International Education Society Words: 213 words || 
1. Plonczak, Irene. and Jurasaite-Harbison, Elena. "Videotechnologies in elementary science methods courses: Expanding teaching and learning environments" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2019-08-20 <>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The goal of this study is to examine benefits and challenges of teaching through videoconferencing in the context of preservice teachers’ field experiences, particularly as they relate to an inquiry-based approach to teaching and learning science. In the context of science methods courses, preservice teachers, with the supervision of professors, field placement supervisors and cooperating teachers, taught a series of science lessons via video conferencing to 5th grade classes in an urban public school. Grounded theory was used to generate analytic categories from data that included group discussions of video recorded teaching episodes, individual written reflections, semi-structured interviews, recording of videoconference sessions, lesson plans, reflective journals, and interaction with an online community through the on-line survey “polldaddy”. Preservice teachers’ comparison of their experiences teaching through videoconferencing to traditional in-the-classroom teaching pointed out that videotechnologies expand teaching and learning environment by bringing new settings, such as natural habitats, to students in urban classrooms. The findings of this study also indicated that teaching through videoconferencing highlighted strengths and weaknesses in questioning skills that are at the heart of an inquiry-based approach. Teaching through videoconferencing raised an intellectual challenge that allowed preservice teachers to look face to face into their limited understanding of the science content matter and find out what they still needed to learn.

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