The effect of interpretive schemes on videoteleducation's conception, implementation and use
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Often, new technologies are seen as artifacts whose use is obvious. This study, which builds on Weick's notion that all technologies are equivocal, challenges that assumption. Using a case approach, this research examines how various groups at Far West, a professional school, interpret the implementation of a two-way radio and audio videoteleducation (VTE) distance learning system and analyzes why different groups interprested the technology in fundamentally different ways. From this case data, a model is created that examines the effects that dominant organizational group' intepretation and thus conceptualization of VTE have on its system design, support, training and rewards; measures of effectiveness; and rule generation.
The article of record as published may be located at http://dx.doi.org/10.1177/105065190101500201