We Have the Videoconference Equipment Installed, Now What?

Autor/inn/en	Lim, Janine; Freed, Shirley
Titel	We Have the Videoconference Equipment Installed, Now What?
Quelle	In: Qualitative Report, 14 (2009) 3, S.433-453 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-0147
Schlagwörter	Teleconferencing; Teacher Attitudes; Technology Uses in Education; Hermeneutics; Discussion Groups; Scheduling; Professional Development; Curriculum; Equipment; Budgeting; Indiana; Maine; Massachusetts; Michigan; New Jersey; New York; Ohio; Oklahoma; Pennsylvania; Texas; Vermont; Wisconsin + Suchen Sie Ihr Suchwort? Telekonferenz; Lehrerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hermeneutik; Disposition; Curricula; Lehrplan; Rahmenplan; Master-Studiengang
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. (Contains 1 table.) (As Provided).
Anmerkungen	Nova Southeastern University. 3301 College Avenue, Fort Lauderdale, FL 33317. Tel: 954-262-5389; Fax: 954-262-3970; Web site: http://www.nova.edu/ssss/QR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10