Abstract

This study focuses on the research question “How does a Video Learning Center integrate into the curriculum in an elementary school?” The center includes a TV studio supporting daily closed circuit programming to all classrooms, a digital video editing suite supporting teacher and student created video modules, and a videoconference suite that provides learning experiences through interaction with remotely located experts and student groups, or “electronic field trips” to museums, theaters, etc. The center forms a distributed learning environment (Dede, 2002), augmenting and amplifying the classroom learning taking place at the school.

The methodology of the study is based on Guba and Lincoln's Fourth Generation Evaluation (1989) to develop a case study of the integration of a video learning center at a technology-intensive elementary school. A narrative description of “a day in the video learning center,” based on more than 2 years of observations at the school, is used to frame the claims, concerns, and issues (CC&I) that characterize Fourth Generation Evaluation.

Claims are based on teacher reflections after observing student behavior during video learning, and the relation of video learning to other forms of technology integration. Results show improved teacher objectivity, enrichment of the curriculum, growth opportunities for teachers, and support for inclusion and mentoring. The school's One-to-One laptop program and widespread access to the Internet strengthen the overall integrative effects.

Concerns address the ability for teachers to achieve constructivism and engagement/motivation in a video learning environment, while insuring appropriate student deportment throughout often-lengthy videoconference programs. Issues deal with professional development aspects connected with support for video learning in an elementary school. This includes discussion of the role of the video learning center coordinator, and the way the coordinator supports the integration of the center into the curriculum at the school and the professional development of the teaching staff related to integration of the center capabilities into their curriculum planning.

The study process used is non-linear and involves repetitive reviewing of the narrative and the CC&I with the stakeholders until a common and agreed-to view of the “reality” presented by the researcher is achieved.