This post is part of a series inviting discussion, comments and reflection on the results of my dissertation.
Remember as you review the results of my study that every variable was examined to see its relationship with how often the school was using curriculum videoconferencing and whether that variable could be used to predict the use of videoconferencing.
In this post, we’ll look at the relationship between the school’s use of curriculum videoconferencing and some more coordinator demographic variables.
Years Coordinator Worked in Education
- The number of years the coordinator has worked in education was negatively related to the schools’ use of videoconferencing. (r=-.130, p=.032). This variable dropped out of significance in the final prediction model.
Years Coordinator Has Experience with VC
- The number of years the coordinator has worked with videoconferencing was negatively related to the schools’ use of videoconferencing. (r=-.154, p=.010). This variable dropped out of significance in the final prediction model.
Hours of Training
- The total hours of training the coordinator received was not significantly related to videoconferencing.
Type of Training
- Schools where the coordinator received mostly technical training were using videoconferencing significantly less than those who received some or mostly curriculum training (r=-.121, p=.044).
Time to Support Videoconferencing
- This question had four choices: full time VC coordinator; part-time VC coordinator; coordinator on top of regular job; other.
- Schools where the coordinator chose “Other” were using videoconferencing significantly less than the average of the other choices (r=-.132, p=.028).
Recommendations & Discussion
- What recommendations would you draw from these results?
- Why do you think some coordinators chose “other” out of those four choices? Do you think they promoted VC in their schools? I think they didn’t see themselves as “coordinators”; only that they’d help the teachers if the teachers wanted to use it. Do you agree with me?
- Do you think some VC coordinators get tired of it after a while and quit promoting as heavily? Is that a problem? Is there anything we can do about it?
- Did you get training on how to use VC in the curriculum when you started coordinating VC? (If you need some training on using VC in the curriculum, I have a class or two coming up!) How do you think we can make sure more school level VC coordinators learn how to use it in the curriculum (in addition to how to dial?)