And the Survey Says

IMPORTANT
The following article does NOT share the complete text of the paper which describes the results and conclusions of this survey. Its purpose is to give our readers, especially those who participated in this survey, a very high overview of the findings. CILC thanks Jason for giving us permission to do so.

“The survey was initiated to provide Cincinnati Museum Center and other content providers with a more accurate picture of who is utilizing interactive videoconferencing in the K-12 setting and whatfactors influence their decisions. It is also hoped that practitioners in the K-12 setting may also find the information useful in better informing their decision-making.

Responses were received from 67 respondents in 19 states and 3 international locations
Despite this low number of respondents, several patterns did emerge among respondents from each of three stakeholder groups: classroom teachers and library/media coordinators, technology staff (district, regional and state levels), and administrators.”

FINDING #1: Frequency of participation in videoconferencing activities
“In unpublished findings from the study conducted by Haydock & Dennison in 2004, the frequency of videoconference usage for respondents in that survey was less than five per year. In this survey, 61.1% of respondents indicated that they participate in ten or more videoconferences per year.”

FINDING #2: Uses of Videoconferencing

FINDING #3: Videoconferencing Partner Types

FINDING #4

Some conclusions:
“As K12 schools, museums and other informal learning institutions continue to expand their implementation of interactive videoconferencing, it will become imperative for the stakeholders to revisit their approach to designing an instructional strategy which reflects the evolving needs of teachers and students, and which takes full advantage of the available technology. By examining the key factors considered in the decision-making process inside the K12 setting, it will be possible to find a means of sustaining programming and expanding available offerings to the many new schools adopting videoconferencing each year. “

Reference:
All text and graphs were taken from this document.
Dennison, Jason A., Cincinnati Museum Center. (2008), Understanding the Utilization of Interactive Videoconferencing in the K12 Setting. Cincinnati, Ohio