We Have the Videoconference Equipment Installed, Now What?

Authors

Janine Lim, Berrien Regional Education Service AgencyFollow
Shirley Freed, Andrews UniversityFollow

Abstract

As K-12 schools acquire equipment for videoconferencing, they often experience limited usage of the equipment. The purpose of this study was to identify specific concerns of educators currently involved in videoconferencing. The primary data for the study was 400 discussion posts from 34 educators in an online class about videoconferencing. Data were analyzed using a basic iterative hermeneutic approach. The findings fell into two major categories: teacher concerns and administrative support. Teachers' concerns were related to professional development and curriculum expectations, and administrative support issues included the placement of the equipment, scheduling, and budgeting. Successful implementation of videoconferencing requires the cooperation of administrators as they listen to the needs of teachers.

Keywords

K-12 Education, Videoconferencing, Administrative, Teacher Support, Technology, and Hermenutics

Publication Date

9-1-2009

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2009.1403

Recommended APA Citation

Lim, J., & Freed, S. (2009). We Have the Videoconference Equipment Installed, Now What?. The Qualitative Report, 14(3), 433-453. https://doi.org/10.46743/2160-3715/2009.1403