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ERIC Number: EJ1000881
Record Type: Journal
Publication Date: 2012-Oct
Pages: 12
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-1537-2456
How Does Skype, as an Online Communication Software Tool, Contribute to K-12 Administrators' Level of Self-Efficacy?
Kiriakidis, Peter
International Journal on E-Learning, v11 n4 p407-418 Oct 2012
How does Skype, as an online communication tool, contribute to school and district administrators' reported level of self-efficacy? A sample of n = 39 participants of which 22 were school administrators and 17 were district administrators was purposefully selected to use Skype in their offices with a webcam and microphone to communicate with other administrators and central-office personnel. The findings revealed that administrators viewed Skype as a communication tool that contributes to the increase of their self-efficacy, which may increase students' performance in state testing. Institutes of higher education, professional development providers, administrators' associations, school districts, and school leaders may benefit from having an awareness of how online communication software such as Skype can increase administrators' efficacy in the field of teaching and learning. Administrators' self-efficacy can be increased through opportunities for ongoing, systemic, and systematic discussions with stakeholders in the school district. Supporting administrators through Skype's features such as video and voice calls, sharing of files, and sending and receiving instant messages is important for the administrators' sustained growth; however, online communication support needs to be intentional, ongoing, and both systemic and systematic.
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A