Dyke, Martin and Harding, A.
Big brother in the classroom? The use of cameras as communication not surveillance technology.
In, Computers and Learning , Dublin, IE,
The paper explores issues raised by a Initial Teacher Training (ITT) project that examined the use video-conference technology for observation, assessment and feedback of teachers. Teachers were observed in their college classrooms, at a distance from the University School of Education. The observations were conducted in real time, over Internet Protocol (IP) and the observers at the University were able to control and switch between two, pan zoom tilt (PZT), cameras placed in teacher’s workplace.
This approach to e-learning technology placed an emphasis on the observers being tele-present with the observed and being able to interact with teacher and the class as well as having the ability to use and control multiple cameras in real time. The project aim was:
• to develop operational policy, procedures and recommendations for remote observation, analysis and feedback of teaching performance.
The project highlighted complex issues of principle, controversy and debate about the potential use of such technology as an expression of power; a facilitator of surveillance rather than as an enabler of communication and learning. The paper explores some of the risks and affordances (Conole and Dyke 2004) of the use of this technology in classrooms
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