Big brother in the classroom? The use of cameras as communication not surveillance technology
Big brother in the classroom? The use of cameras as communication not surveillance technology
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
Dyke, Martin
5a5dbd02-39c5-41e0-ba89-a55f61c9cb39
Harding, A.
3d0082a3-59da-4d4c-96b7-7e443636c6c7
28 March 2007
Dyke, Martin
5a5dbd02-39c5-41e0-ba89-a55f61c9cb39
Harding, A.
3d0082a3-59da-4d4c-96b7-7e443636c6c7
Dyke, Martin and Harding, A.
(2007)
Big brother in the classroom? The use of cameras as communication not surveillance technology.
Computers and Learning, Dublin, Ireland.
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Conference or Workshop Item
(Paper)
Abstract
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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CALpaper07-final.doc
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Published date: 28 March 2007
Additional Information:
Paper Presented to Computers and Learning Conference, 28th March 2007, Trinity College Dublin
Venue - Dates:
Computers and Learning, Dublin, Ireland, 2007-03-28
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Local EPrints ID: 149493
URI: http://eprints.soton.ac.uk/id/eprint/149493
PURE UUID: b46dedba-3f88-48e6-88cb-2c2081b16253
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Date deposited: 14 Jun 2010 10:51
Last modified: 14 Mar 2024 01:09
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Contributors
Author:
A. Harding
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