Video conferencing in the high school classroom: Application of the concern-based adoption model (CBAM)

The implementation of instructional technology innovations in the United States high schools is influenced by many factors. In order to facilitate successful implementation of video conferencing in the classroom, school administrators must be aware of teacher concerns. The primary goal of this quantitative study was to investigate the concerns of high school teachers in relation to the adoption video conferencing in the classroom. This study used the concerns-based adoption model (CBAM) as its theoretical framework (Hall and Hord, 2006). The CBAM has three diagnostic dimensions; Stages of Concern Questionnaire (SoCQ), Innovation Configurations (IC) and Levels of Use (LoU). The SoCQ measures the stages of concern individuals experience as they adopt change or implement an innovation. This study was conducted online and used the SoCQ as well as a demographic survey to assess the use of video conferencing in the classroom among high school teachers. The findings indicated that a significant number of the high school teachers surveyed experienced the peak stages of concern as representing that the majority of teachers were concerned with the innovation's impact on student within their immediate area of influence. Multiple regression and canonical correlation was applied to the data to identify relationships that may exist among the peak stage of concern, certain innovation-related, academic, or person characteristics. An analysis of the data indicated a significant relationship between the peak stage of concern and the number of years' teaching. Other characteristics that strengthen the relationship to peak score included age and academic department. The study results extend the CBAM research to include video conferencing in the classroom. Additionally, the study illustrates the practical application of using an Internet study.