The use of videoconferencing technology to support the delivery of language programs shows great potential in regional and rural settings where a lack of access to specialist teachers limits equitable access to education. In this article, we investigate the establishment of two regional and rural primary school networks in Australia for videoconferenced language learning. Adopting a perspective taken from the discipline of information systems called structuration theory, we examine how the technology they use both changes and is changed by its use in language learning, and how schools and teachers take control of technology and adapt their educational approaches. Case studies were carried out on the two networks using multiple data sources, including interviews and observation of language classes. The findings reveal that even with the same conceptual foundations and aims, divergent models of practice emerge as sustainable adaptations to localised factors. These differences are shaped by, among other things, an interplay between the quality of infrastructure, prior knowledge, and the “material properties” of the technology, including its functions, limits, and deployment in physical space. A closer look at these practices illustrates limitations and possibilities specifically for language education, but also more broadly illustrates how the success of these videoconferencing initiatives are influenced by a nuanced combination of social, educational, and technological factors.

中文翻译：

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视频会议和在地区和农村学校网络提供语言课程

使用视频会议技术来支持语言课程的交付在区域和农村环境中显示出巨大的潜力，在这些环境中，缺乏专业教师的机会限制了公平获得教育的机会。在本文中，我们调查了在澳大利亚建立两个区域和农村小学网络以进行视频会议语言学习。采用从信息系统学科称为结构化理论的视角，我们研究了他们使用的技术如何随着语言学习的使用而改变和改变，以及学校和教师如何控制技术并调整他们的教育方法。案例研究是在两个网络上使用多个数据源进行的，包括访谈和语言课程观察。研究结果表明，即使具有相同的概念基础和目标，不同的实践模式也会作为对本地化因素的可持续适应而出现。除其他外，这些差异是由基础设施的质量、先验知识和技术的“材料特性”（包括其功能、限制和在物理空间中的部署）之间的相互作用形成的。仔细观察这些实践说明了语言教育的局限性和可能性，但也更广泛地说明了这些视频会议计划的成功如何受到社会、教育和技术因素的微妙组合的影响。基础设施的质量、先验知识和技术的“材料特性”（包括其功能、限制和在物理空间中的部署）之间的相互作用。仔细观察这些实践说明了语言教育的局限性和可能性，但也更广泛地说明了这些视频会议计划的成功如何受到社会、教育和技术因素的微妙组合的影响。基础设施的质量、先验知识和技术的“材料特性”（包括其功能、限制和在物理空间中的部署）之间的相互作用。仔细观察这些实践说明了语言教育的局限性和可能性，但也更广泛地说明了这些视频会议计划的成功如何受到社会、教育和技术因素的微妙组合的影响。