Campus administrators from rural public school districts are continuously
looking for creative innovative ways to respond to the educational challenges placed
upon them by federal and state-legislated accountability requirements. Advances in
interactive videoconferencing (ITVC) technologies provide a way to address these
challenges. However, these advancements sometimes lack needed resources to make a
network of this magnitude work. The Mid-Rio Collaborative was established to share
educational resources and knowledge between Texas A&M International University in
Laredo, Texas, and surrounding rural public school districts in South Texas. The
established collaborative provided the backdrop for the study while meeting the
educational needs of this region.
The purpose of this study was to examine the use of interactive
videoconferencing as a viable alternative for the delivery of high school Algebra. A
mixed methods case study of four campuses explored the perceptions of administrators teachers, and students in the use of interactive videoconferencing. The sampled
population included 4 administrators, 4 teachers, 35 students (12 experimental and 23
control) from selected rural districts. Qualitative and quantitative research
methodologies were utilized in identifying perceptions of participating principals,
teachers, and students.
Major findings of this study included (a) campus administrators’ values and
beliefs influence teacher use of interactive videoconferencing; (b) a difference exists in
experienced and novice teacher perceptions regarding the impact of ITVC, (c)
perceptions are dependent upon the Teacher Partner role in the teaching and learning
process; (d) increased interaction between students, teacher, content, other learners, and
technology exists with instruction delivered through ITVC; (e) perceptions of cognitive
and classroom conditions differed between students receiving instruction via face-to-face
and interactive videoconferencing; finally, (f) students receiving instruction through
ITVC did not demonstrate academic gains in state-mandated tests (TAKS). Study results
support the current body of research that contends there is no significant difference
between instruction delivered face-to-face and instruction being delivered via interactive
videoconferencing.
| Identifer | oai:union.ndltd.org:tamu.edu/oai:repository.tamu.edu:1969.1/ETD-TAMU-2009-12-7628 |
| Date | 2009 December 1900 |
| Creators | Abrego, Patricia C. |
| Contributors | Zellner, Luana, Gonzalez, Humberto |
| Source Sets | Texas A and M University |
| Language | en_US |
| Detected Language | English |
| Type | Book, Thesis, Electronic Dissertation, text |
| Format | application/pdf |
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