Teacher educators must find ways to teach course content situated within realistic K-12 contexts so that their preservice teachers can better understand how to apply that content effectively in situations they will face as professionals. Video-conferencing (VC) technology has emerged as a useful tool in teacher education, evincing a wide range of instructional functions. Users who integrate VC in teacher education coursework fundamentally enhance the potency of their instructional outcomes by enabling preservice teachers not only to learn about classroom settings, but also to interact with students and teachers within classroom settings. Video conferencing allows one to observe classrooms and other school-based environments unobtrusively; to engage in discussions with school-based professionals, students, and families; and to mentor, coach, and evaluate preservice and novice teachers–all from physically remote sites. The purposes of this article are to (a) describe, and present a rationale for employing, this technology in preparing special educators; and (b) showcase the utility of video-conferencing technology within one midwestern special education teacher preparation program. The article concludes with some lessons learned and implications for research regarding the use and efficacy of this technology.
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