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Sustaining technological innovation: The example of videoconferencing in English Schools

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Abstract

The main factors associated with technology integration have been the subject of research for over a decade. However, the conditions which sustain technological developments have been less frequently investigated. This paper explores this issue in the context of the use of videoconferencing in schools in England. The research took a multiple case-study approach by returning to schools with a reputation for demonstrating innovative policy and practice in videoconferencing, which were the subject of an earlier investigation. Analysis of developments in the interim five-year period led to the construction of a five-level typology of change. Further analysis identified critical dimensions associated with the sustainability of videoconferencing. These included technical and structural factors, as well as policy frameworks and personnel status. The perceived usefulness and relevance of videoconferencing as a learning technology emerges as a central determinant of sustainability, with the conclusion that for policymakers and schools, videoconferencing has become an ‘orphan’ technology.

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  1. School of Education, University of Leicester, 21 University Road, Leicester, LE1 7RF, UK

    Chris Comber & Tony Lawson

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  1. Chris Comber
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  2. Tony Lawson
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Correspondence to Tony Lawson.

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Comber, C., Lawson, T. Sustaining technological innovation: The example of videoconferencing in English Schools. Educ Inf Technol 18, 641–659 (2013). https://doi.org/10.1007/s10639-012-9193-0

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