The use of
videoconferencing as a teaching tool for extending multicultural education
has been suggested with limitation in the past (Jencius, 2003;
McFadden & Jencius, 2000;
Wilson, Jencius, & Duncan, 1997). Advances in technology
and internet bandwidth speeds have made possible today what was limited
only a few years back. As a result of the simplicity now available in
videoconferencing technology, real time synchronous videoconferencing is
available as an adjunctive addition to a counselor educator’s teaching
strategy. Successful integration of this technology has been demonstrated
in an Advanced Multicultural Counseling course as a way to extend
student’s learning into other cultures (Jencius & Kurter, 2005).
Accrediting bodies for
counselor education programs have placed increased emphasis on the use of
technology in program delivery (CACREP, 2001). The Association for
Counselor Education and Supervision has Technology Competencies for
Counselor Education Students as benchmarks for skills all counseling
students should have on completion of a Masters degree. These standards
assume that students and faculty will readily embrace technology without
apprehension (Jencius & Paez, 2004). What we know from survey research is
that there is a variety of adoption styles that counselors take in
approaching technology use (Rosen & Weil, 1995). These differing adoption
styles are related to the individual’s attitudes towards computer use (Jencius
& Paez, 2004). The question remains, how we can encourage
technology-reluctant students to improve attitudes towards technology use.
Method
Participants
A small group of nine
Master’s community counseling students (7 women and 2 men, mean age = 42)
volunteered to participate. The students were enrolled in the Advanced
Multicultural Counseling course. Each of the students previously took the
basic multicultural counseling course.
Instrument
The
Computer Attitude Survey (Loyd & Loyd, 1985) was used in the study. The
Computer Attitude Survey (CAS) was chosen to measure the level of
technology development in the students. The CAS has four subscales with
ten questions each for a total of 40 questions. The four subscales are
Anxiety, Confidence, Liking, and Usefulness.
Loyd and Loyd (1985) report
the coefficient alpha reliabilities for the subscales as follows: .90 for
the Anxiety scale, .89 for the Confidence scale, .89 for the Liking scale,
and .82 for the Usefulness scale.
Loyd and Loyd (1985) report Total Scale
reliability at .95. The CAS is considered a reliable and valid instrument
for assessing attitudes toward computers. Answers to the questions are
based on a 4-point Likert scale with responses ranging from Strongly Agree
to Strongly Disagree. The CAS provides an overall computer attitude score
as well as scores for each of the four subcategories of the survey.
Design and Procedure
The
Polycom technology was incorporated into the Advanced Multicultural course
that was taught during the 2003 spring semester. We examined the effects
of Polycom technology on the students’ development of knowledge and
familiarity with computer related technology. We hypothesized that the
students would show an increase in overall familiarity with technology.
Students were assessed quantitatively with a computer assessment survey.
Students were also assessed in a qualitative manner with personal
narratives.
Students
enrolled in the Advanced Multicultural course were given the Computer
Attitude Survey (CAS) at the start of the semester, prior to any Polycom
connections. The Polycom connections occurred throughout the semester. The
students experienced four Polycom connections by the end of the semester
to sites including the countries of Turkey and Bolivia, as well as the
states of South Carolina and Arizona. Our goal was to connect with
counselors and counseling programs at universities located in each site.
Once connection was established, there were two questions that we asked at
each site. The first question concerned how helping is viewed in the
culture of each site. Secondly, we asked each site about what they would
teach to their classes to help their students become aware, skilled, and
sensitive to issues of diversity. Students were encouraged and had the
opportunity to interact with the Polycom technology as they dialogued with
the counselors and students located at each site. Students also had the
opportunity to help problem solve various complications that arose from
establishing the Polycom links at different sites. At the conclusion of
the semester students were again asked to take the CAS. In addition,
students wrote anonymous personal narratives. These narratives reflected
students’ thoughts about the Polycom interactions.
Results
The results of the CAS and the personal narratives of the students were
analyzed and will be discussed. The CAS pre and posttest scores were
assessed in several areas. Descriptive statistics were generated for the
total pretest and total posttest scores of the students in addition to the
pretest and posttest scores for each of the four subcategories (see Table
1).
|
Table 1
Descriptive Statistics for CAS Pretest and Posttest Scores
|
|
Pretest
Mean |
Standard Deviation |
Posttest
Mean |
Standard Deviation |
|
|
|
|
|
|
|
Total |
143.57 |
6.32 |
148.29 |
6.58 |
|
Anxiety |
37.14 |
2.19 |
38.43 |
1.51 |
|
Confidence |
34.57 |
3.05 |
37.00 |
2.83 |
|
Liking |
34.43 |
2.94 |
35.29 |
2.98 |
|
Usefulness |
37.43 |
1.90 |
37.57 |
2.15 |
|
An increase in mean
scores was found in all subcategories and in the overall scores. A paired
t-test was used to determine any significant interaction occurring within
the overall scores and the subcategory scores (for results see Table 2).
|
Table 2
Results from
Paired Samples Test
|
|
|
T |
|
Pair 1 |
Total |
-3.615* |
|
Pair 2 |
Anxiety |
-1.652 |
|
Pair 3 |
Confidence |
-5.667** |
|
Pair 4 |
Liking |
-1.279 |
|
Pair 5 |
Usefulness |
-.194 |
*p
< .05. **p < .01. |
Significant
interaction was found for total scores (t = -3.615; p = .011) which
suggests that students reported an increase in overall computer
development after completing the course and experiencing the four Polycom
connections. Significant interaction was also found for the subcategory
Confidence (t = -5.667; p = .001). This suggests that students indicated
an increase in level of confidence connected with technology and computers
after experiencing the Polycom connections during the Advanced
Multicultural course. We believe that even with the small n of our pilot
study, the significance found suggests directions for future research.
Each researcher independently analyzed and coded the narrative information
that was anonymously provided by the students at the conclusion of the
semester for main themes (interrater reliability = .78). A total of six
themes were found to exist throughout the narratives. The themes are enhanced learning, world view, immediacy, technology interest, prepared
for connections, and technology problems. For a complete
listing of narratives for each theme see Table 3.
|
Table 3
Student
Narratives Regarding Polycom Interactions
|
Category
|
Quotes |
|
Enhanced
Learning |
-
Learn about other culture’s issues and techniques is
valuable
-
I think they are a great way to learn
-
Interactive learning has more of an impact
-
I believe it will be a great learning tool
-
Teleconferencing is so important to this aspect of
cultural learning
-
Sharing knowledge
-
A wonderful new teaching and learning tool
-
(Speaker from one connection) helped our understanding of
the information he shared in our text book, excellent!
-
Love the unique educational experience
|
|
World View |
-
Counseling occurs all over the globe
-
Can be exposed to other cultures
-
Learning about practices from a country across the world
was fascinating
-
Showed first hand how different countries approach
counseling issues
-
National and international contact
-
Provide education, growth from an international
perspective
-
Videoconferences were appreciated for learning about
counseling in different cultures inside and outside the U.S.
-
Very interesting and enlightening with regards to the
practice of counseling in other countries and with other
cultures
-
Wonderful opportunity to speak freely with others from
diverse backgrounds
|
|
Immediacy |
-
Talk live to someone in another country
-
Get up to date information and answers to our questions
-
Very intimate, first hand knowledge
-
You get direct feedback immediately
-
Immerse than by a real experience via teleconferencing
-
Speak directly with professionals in the counseling field
-
Talking in “real time” to practitioners in the field and
hearing their concerns
|
|
Technology
Interest |
-
Stimulated interest in high technology
-
The videoconference was great
-
In the first conference, I thought it was a wonder to see
two of our own people interacting in Turkey,
-
This example being “broadcast” to two different
classrooms for our purposes
-
Technology is truly amazing when it worked well
|
|
Prepared for
Connections |
-
Students could e-mail questions to each other prior to
the teleconference
-
List of priority questions
-
Link me with a student from Bolivia or Turkey and have us
work on a multicultural project or issue
-
Prepped for the topic, going in “blind’ is not effective,
questions in advance
|
|
Technology
Problems |
-
Equipment failure
-
Sound
-
Technology not available to everyone |
|
The theme, enhanced
learning, is described as the positive impact that Polycom technology
had on the students’ learning of the multicultural material and their
learning about the counseling field. Examples of narratives of the theme,
enhanced learning include: interactive learning has more of an impact;
teleconferencing is so important to this aspect of cultural learning; a
wonderful new teaching and learning tool.
The theme, world view, is defined as the broadening of student
awareness on a global scale. Narratives involving the theme of world
view include: learning about practices from a country across the world
was fascinating; videoconferences were appreciated for learning about
counseling indifferent cultures inside and outside the U.S.; opportunity
to speak freely with others from diverse backgrounds was a wonderful
experience.
The theme of immediacy is identified as the impact of having
instantaneous interactions with counselors in sites across global
boundaries. Narratives involving the theme of immediacy include:
very intimate, first hand knowledge; talking in “real time” to others
practicing in the field and hearing their concerns; share ideas “live” and
receive feedback immediately.
Stemming from the themes of enhanced learning, world view, and
immediacy, is the theme of technology interest. Technology
interest is characterized by increased awareness and interest in the
use of technology. Narratives involving the theme of technology
interest include: stimulated interest in high technology; in the first
conference, I thought it was a wonder to see two of our own people
interacting in Turkey; and this example being “broadcast” so to speak, to
two different classrooms for our purposes.
The theme prepared for connections incorporates student reflections
on what can be done to facilitate and enhance future Polycom interactions.
Narratives involving the theme of prepared for connections
include: questions prepared in advance; link me with a student from
Bolivia or Turkey and have us work on a multicultural project or issue.
Students addressed limitations of the Polycom technology in the final
theme of technology problems. Narratives involving the theme of technology problems include: difficulty with audio detracted from one
session; technology not available to everyone.
Discussion
Polycom has provided us with the opportunity to engage counselors in other
parts of the world in real time to enhance the cross-cultural awareness of
students not otherwise exposed to diverse culture in their present
location. The educational advantage to using high bandwidth
videoconferencing is the opportunity it presents to make the classroom a
global experience. The real time aspect of videoconferencing makes the
experience one that is true to the counseling spirit, face-to-face with an
immediate interaction. Developing a wide range of global contacts and
incorporating them cooperatively into the classroom could provide for an
enhanced global worldview.
References
CACREP (2001). CACREP 2001 Standards.
Retrieved August 15, 2004, from http://www.cacrep.org/2001Standards.html
Jencius, M. (2003). Applications of
technological advances for multicultural counseling professionals. In F.
D.
Harper & J. McFadden (Eds.), Culture and counseling: New approaches
(pp. 350-362). Boston: Allyn and Bacon.
Jencius, M. & Kurter, M. F. (2005).
The use of videoconference networking as a global means to career
counselor education. In M. Pope & C. W. Minor (Eds.) Experiential
activities for teaching career counseling classes and facilitating
career groups (2nd ed.), Tulsa, OK: National Career Development
Association.
Jencius, M. & Paez, S. (2004).
Converting counselor Luddites: Winning over technology-resistant
counselors. In J. W. Bloom & G. R. Walz (Eds.), Cybercounseling and
cyberlearning: An encore (pp. 81-114). Alexandria, VA: American
Counseling Association.
Loyd, B. H. & Loyd, D. E. (1985). The
reliability and validity of an instrument for the assessment of
computer attitudes. Educational and Psychological Measurement,
45, 903-908.
McFadden, J. & Jencius, M. (2000).
Using cyberspace to enhance counselors' cultural transcendence. In J.
Bloom
& G. Walz (Eds.), Cybercounseling and cyberlearning: Strategies and
resources for the millennium (pp. 67-84). Alexandria, VA: American
Counseling Association.
Rosen, L. D., & Weil, M.
M. (1995, Fall). Tips for mental health professionals to merge on-line.
Treatment
Today,
48-49.
Wilson, F. R.,
Jencius, M., & Duncan, D. M. (1997). Introduction to the Internet:
Opportunities and dilemmas. Counseling and Human Development, 29,
1-16.
