Tag Archives: principals

Study Results: K12 Curriculum Videoconferencing Implementation Scale

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.

A major part of my study was the development of a scale for coordinators with questions related to their skill in coordinating VC and the staff attitudes about videoconferencing. For those interested in the details, the K12 Curriculum Videoconferencing Implementation Scale has good reliability and validity estimates. Cronbach’s alpha was .815, which means the scale can be used to predict a school’s use of videoconferencing based on an individual coordinator’s score. For full details, see p.55-59.

The K12 Curriculum Videoconferencing Implementation Scale has six subscales:

  • The quality of the videoconference (audio and video)
  • The coordinator’s ability to support videoconferencing
  • The coordinator’s ability to integrate VC in the curriculum
  • The coordinator’s ability to work with teachers
  • The coordinator’s perception of the teachers’ attitudes towards videoconferencing
  • The coordinator’s perception of the principal’s support of videoconferencing

To see the full scale, see Appendix A, and questions 27 through 51.

In this post, we’ll look at the relationship between subscales and the school’s use of curriculum videoconferencing.

Quality of the Videoconference

  • The quality of the videoconference was not significantly correlated to the school’s use of VC. However, when it was included in  multiple regression analysis with all the subscales (which hold all the other variables constant), the quality of the videoconference contributed negatively (b=-12.34, p=.002) to the prediction of the use of VC.

Coordinator’s Ability to Support VC

  • The coordinator’s ability to support VC was not significantly correlated to the school’s use of VC.
  • However, it was significantly correlated to the coordinator’s ability to work with teachers (r=.471), the teachers’ attitudes (r=.238), and the principal’s support of VC (r=.177). And these in turn were correlated with the school’s use of VC.

Coordinator’s Ability to Integrate VC in the Curriculum

  • The coordinator’s ability to integrate VC in the curriculum was not significantly correlated to the school’s use of VC.
  • However, it was significantly correlated to the coordinator’s ability to work with teachers (r=.688), the teachers’ attitudes (r=.296), and the principal’s support of VC (r=.176).

Coordinator’s Ability to Work with Teachers

  • The coordinator’s ability to work with the teachers was  positively correlated with the school’s use of videoconferencing (r=.139, p=.021).

Coordinator’s Perception of Teacher Attitudes

  • The coordinator’s perception of the teachers’ attitudes towards videoconferencing was  positively correlated with the school’s use of videoconferencing (r=.405, p=.000).

Coordinator’s Perception of Principal Support

  • The coordinator’s perception of the principal’s support of videoconferencing was  positively correlated with the school’s use of videoconferencing (r=.320, p=.000).

Recommendations/Discussion

  • Why do you think some schools with better quality of videoconferencing are using it less than some schools that have more pixelation and breakup in their videoconference? This was one of the surprising findings of my study. Have you noticed that? I have some schools that have awful quality and yet their need is so great (very rural; not very many opportunities) and they love VC!
  • Isn’t it interesting that the coordinator’s ability alone isn’t enough to get the school to use VC often? The teachers make a big difference! But… good VC coordinators find ways to encourage teachers to use VC. What are your most effective strategies to improve teachers’ view of using VC in the curriculum?
  • Seeing that the principal support is so important to the successful implementation of VC, how do you gain that principal support? What strategies do you recommend?

How Principals Support Videoconferencing

This is my first year participating in Leadership Day. The idea is to share “whatever you like related to effective school technology leadership: successes, challenges, reflections, needs, wants, etc.”

So I thought it might be helpful to share what principals in my service area do to support curriculum videoconferencing. I don’t think any of them actually do ALL of these, but it provides a nice menu of ways to support videoconferencing in the school.

Learning About VC

  • Kamloops, BC Superintendent visits the Jazz workshop

    Kamloops, BC Superintendent visits the Jazz workshop

    Watch a videoconference or two each year to see how students and teachers are using this tool

  • Subscribe to my email list with the “ads” of what curriculum opportunities are available
  • Attend Jazzing Up Your Curriculum with VC

Promoting Professional Development About VC

  • Scheduling every year or so a staff meeting overview of videoconferencing in the curriculum, how to sign up, mini-grants, etc. They schedule this with me.
  • Send the VC coordinator to initial full day training and to follow-up training as needed.
  • When the VC coordinator leaves or retires or isn’t working well, send another person to get the coordinator training. This full day training I offer in the fall every year.

Promoting VC

  • Find funding to assist in paying for programs
  • A few elementary principals each year encourage EVERY teacher to participate in a VC that year
  • One principal encourages teachers who aren’t using VC to include VC in their personal professional development plan
  • Have teachers share success stories during staff meetings.

Your Turn

How does your principal support videoconferencing in your school? Please comment!