Program Name: International Video Teleconferencing Field Trips
Nominator's Name: Dr. Viktor J. Joganow
Nominator's Telephone Number: (973) 956-2125
Title: Chief School Administrator
List of Community Partners: Howmedica, Inc.; Totowa Education Foundation, Inc.; PTA; Totowa Board of Education
The nominated school system is: Grades 4-6
Organization: Totowa School District
District:  Totowa School District
Address: 93 Lincoln Avenue
City/State/Zip: Totowa, New Jersey  07512
District Superintendent: Dr. Viktor J. Joganow
District Telephone Number: (973) 956-2125
Date of Program Initiation: September, 1994

Area 1: Goals:

The goals of the video teleconferencing field trip program include the following: to promote the use of telecommunications/information technologies in the district: that supports the attainment of cumulative progress indicators, as set forth in the Core Curriculum Standards (CCCS), and to create a core of teachers, students, and community members proficient in the use of telecommunications/information technology. In addition, Standards 6.5, 6.6, 6.7, 6.8 of the CCCS are addressed when the Totowa students video conference with their peers at international sites and acquire a historical understanding of those cultures, economic systems, and geography.

Area 2: Activities:

Since 1994, Totowa students in grades 4-6 have been exploring the use of telecommunications to motivate students and encourage teachers to incorporate information technology in the curriculum with their counterparts in the Central Elementary School in Somerville, New Jersey. Most recently, the Totowa school district has expanded its teleconferencing with districts in Cape May, New Jersey and San Antonio, Texas. In addition, recent Intel ProShare connections have been made with Ecole De Buchillon, Switzerland and the Creative Primary School in Kowloon Tong, Hong Kong, China.

The activities promoted with the video teleconferences have included student presentations of language, music, dance, and art activities in an effort to stimulate greater appreciation for different cultures. Students from the various remote locations have worked cooperatively with our youngsters in preparing music and art-related presentations as part of these global cultural exchanges.

In Language Arts, students have exchanged e-mail with pen pals on a variety of subjects, and published and shared creative writing on an Internet website. In Social Studies, they shared information about holiday celebrations and customs. The students examined the historical and political development of each country, including the recent "hand-over" of Hong Kong from British to Chinese rule and how it compares and contrasts with life in the United States after the American Revolution. In Science, students have exhibited science fair projects and have worked on cooperative activities involving the environment. Each school has expanded these activities to include parents and senior citizens by offering training and facilities to the community during school and through after school enrichment programs.

Area 3: Resources:

All of the costs for this enrichment program including:  stipends, supplies, equipment, video, and ISDN line charges are shared by HOWMEDICA, Totowa Board of Education, the PTA and the Totowa Education Foundation, Inc. HOWMEDICA has been an excellent partner in providing the personnel both in our home district, as well as in Hong Kong and Switzerland to facilitate these video conferences. These personnel have provided invaluable support since language translations were required in some of the conferences. In addition, the ProShare equipment, software, and the ISDN line have been cooperatively secured through the Totowa Education Foundation, Inc. HOWMEDICA and the PTA.

Area 4: Evaluation:

The evaluation process is a multi-criteria approach. The first involves the use of pre and post surveys. All participants in the program, including students, teachers, parents, and senior citizens are asked to rate their knowledge and use of e-mail, video conferencing, the Internet, and various cultural elements involving the visited site by using a Likert Scale. Teachers also receive a special survey concerning their use of telecommunications/information technologies in the curriculum to support the attainment of proficiencies, as set forth in the CCCS.

The second part of the evaluation comes from teacher observation and tests. The teachers and technology coordinators evaluate the program participants in the following areas: the exchange and retrieval of information via e-mail, the use of video conferencing equipment and procedures, and the use of the Internet to research and retrieve data, and to publish creative writing.

The attitudinal changes of our program participants have been commented upon by both staff members and administrators. The participants have gained a greater awareness of cultural sensitivities through these video conferences.

Area 5: Stability:

The video teleconferencing program has been in existence since 1994 as a partnership between the school district and the Totowa Education Foundation. The Foundation annually includes specific budgetary commitments for the program including:  stipends, supplies, equipment, and ISDN line charges. The addition of HOWMEDICA as a corporate sponsor has resulted in the all important personnel support, expanded financial resources and the opening of doors to the international conference sites. The PTA has been extremely excited by the program and has included technology support for this project on an annual basis in its budget.

Area 6: Endorsements:

"As Principal of Memorial School, I have had the opportunity to witness the expansion of the video teleconferencing program. The initial connections Totowa experienced with fellow New Jersey schools have grown to include international partnerships. The video conferences have exposed our students to virtually every element in the Core Curriculum Content Standards. The cultural exchanges may be the most significant aspect of these conferences. Our students have learned about the daily lives of their counterparts in San Antonio, Texas, Hong Kong and Switzerland. It is interesting to note that the children have learned how much they have in common even though they live in very different parts of the world."

Eugene Ridgeway, Principal

"I first became involved with video teleconferencing when I volunteered to operate a remote camera for taping purposes. By using this second camera, we were able to show not only individual students, but the entire group that was participating in the conference. I have also recorded and edited these teleconferences into an educational program that could be used by other classes or shown on our local cable access station. A major educational value for the teleconferencing is that it allows our students to communicate with their peers from distant places on a face-to-face basis. The program also allows an exchange of ideas to take place during 'real time' discussions.

The advantage of learning about other cultures and traditions speaks volumes for this interactive strategy and dialogue. I believe that the video taping of these conferences is equally important because students that are not able to participate in the actual conferences can still benefit from the taped presentations."

Don Mari, Co-Advisor to Audio Visual Club

"As a participant in all of our distance learning projects, I have observed firsthand the value video conferencing brings to the education of our students.

First of all, it is highly motivating. That fact was very evident in the recent distance learning project we had with the Creative Primary School in Kowloon Tong, Hong Kong, China. As our students worked on their presentations, you could feel their excitement build in anticipation for their meeting with students from the other side of the globe.

Secondly, it extends the boundaries of the classroom. Through video conferencing, we have taken our students around the world to classrooms, museums, science centers, aquariums, colleges, universities, and the NASA Space Center. We have also brought into the classroom experts from various fields to interact with our students.

Thirdly, this instructional strategy promotes cooperative learning. As students interact on projects, they develop communication, social, and management skills that will help them become productive members of society."

Matthew Conforth, Technology Coordinator