Open AccessWe Have the Videoconference Equipment Installed, Now What?
Author(s) -
Janine Lim,
Shirley Freed
Publication year - 2014
Publication title -
the qualitative report
Language(s) - English
Resource type - Journals
ISSN - 2160-3715
DOI - 10.46743/2160-3715/2009.1403
Subject(s) - videoconferencing , curriculum , class (philosophy) , scheduling (production processes) , professional development , computer science , psychology , medical education , multimedia , pedagogy , medicine , engineering , operations management , artificial intelligence
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.