The centres were set up originally in January 2001 with videoconferencing equipment from a local company called Teleportec. This used standard Tandberg codecs but projected the image onto a large glass screen with gave a semi-holographic effect. The equipment can be used to conference with standard video conferencing units, which we do but, to get the full effect you need another similar unit at the other end.

Since September 2001 we have built up a relationship with a high school in Texas that has similar equipment. The full effect is best seen when one person presents to a group. Therefore it is ideal for the "masterclass" or expert presenter.

The project

• Students in Texas study a World History course that includes the Roman Empire. With proximity to a Roman fort site in Manchester and the Roman remains at Chester Year 10 students from the host High School have visited the sites and used source material to prepare information for the American students. This is then shared via a videoconferencing link. We have also given the Texans presentations from a "Roman Soldier" who works closely with the museum in Chester. The Texans reciprocate with materials on Native American history and Black American culture.

The programme

The videoconferencing link takes place approximately half termly and is used to share materials experiences the students have been working on at both sides.

• The first link in September 2001 was between the humanities adviser for Salford and the City Learning Centres Manager with teachers from the Texas school to set up the project and define some mutual objectives.
• There was then some contact with technical people at both sides to test the link. This continues through the project with testing before each student link.
• Initial contact between students involved some cultural exchange, questions at both sides on spare time interests, school life etc and an exchange of email addresses.
• This sort of exchange moved quickly into sharing materials and planning at both ends to prepare and deliver this material.
• We have now moved into the second year of this project with a change of students on both sides of the Atlantic.

Evaluation

• Objectives for cultural exchange and widening horizons for the students in both schools have been met.
• Students in Britain have had the opportunity to visit Roman sites and use skills developed in historical analysis to study an area of work that doesn't appear on their GCSE syllabus.
• A good deal of expertise has been developed at the CLCs in supporting conferencing projects. This has been as a result of this and other projects.
• Students have had the opportunity to use a range of ICT approaches and equipment including video and video editing
• A great deal of time has been spent by CLC staff in developing the approach and keeping the project running, often problematic with a number of partners involved.
• Because of the time difference students in the UK are meeting with Texan students at the end of the British school day and giving up their own time to keep the project running. Because of the nature of these students, many in the gifted and talented group, this has conflicted with other activities.
• Video conferencing is most effective when used to support a particular project which has a definite curriculum focus however, many opportunities arise within the projects for aspects of citizenship and developing key skills.