Issue link: https://takingitglobal.uberflip.com/i/1542824
R. Adeboye, C. Flewelling,V. Ogbole, E. O'Sullivan 62 described needing to adjust activities when audio quality was uneven: "There are days when the microphones cut in and out, so I have to repeat things or switch to showing instead of telling." Despite these issues, Content Providers consistently emphasized that teachers remain adaptable, and Connected North's support helps minimize disruption. One Provider noted that "The teachers are great at rolling with it… if the tech glitches, they help keep the kids focused until it's sorted out." The Content Provider survey generated few comments about whether the technology being used to deliver the sessions was reliable and appropriate. Nevertheless, some bear highlighting, given they illustrate the importance of technology to the Connected North experience, and particularly how the specific setup in a classroom can influence session success. For example, some Content Providers referenced how poor audio made them dependent on teachers to be an interface between themselves and students. A few others described how their sessions were more successful when they were able to see students and their work clearly, with one describing how they prefer a custom camera setup to optimize session delivery. Teachers In interviews, teachers were asked about the audiovisual equipment they used for Connected North sessions, if the setup generally worked well (for example, could students see and hear the presenter clearly and interact easily), whether their internet was reliable, and whether and how often technical issues interfered with session delivery. Teachers described a range of different audiovisual setups – both in terms of equipment and placement - and highlighted their various pros and cons. Although teachers generally viewed the audiovisual challenges as manageable, there were indications that the technology had a measurable impact on the students' experiences of the sessions. For example, one teacher described how their setup did not allow student faces to be seen, which "throws some presenters off 32 ." Others described how sound quality was often an issue, whether the presenter could not properly hear students or vice versa. Teachers described how they coped with these challenges, which ranged from repeating student or presenter comments; circulate with a microphone, or in one case even purchasing a replacement speaker for their class. On the other hand, teachers with more sophisticated technology described how it elevated their learning experience. Still others described negotiations that often took place when more than one teacher booked a session at the same time and they needed to decide who would get to use the superior system. The ease of using the system was also mentioned, with some teachers describing equipment that was very simple, to other systems that required more expertise and also sometimes the need to physically relocate systems that could be challenging or at least inconvenient to move. Again, although all teachers interviewed described equipment setup as a relatively minor irritant, a few did suggest that it might be a deterrent to some users, including potential new users. Ten interviewed teachers spoke to the reliability of their internet: six reported highly reliable connections, while four described issues ranging from temporary and minor to longstanding and 32 Though, again, the teacher emphasized that it was not a major issue.