The Use of Instructional Technology in Dealing with Disasters : How Universities Used IT During Hurricane Katrina

This qualitative multiple case study examines the problems of six colleges on the Gulf Coast of the United States that physically closed for an extended period following Hurricane Katrina in 2005.

The study examines the maintenance of communication with employees and students and the continuance of instruction during the disaster.

Findings reveal that IT staff had not been included in the highest-level disaster-preparedness planning, which hampered the institution's ability to maintain contact and delivery of instruction.

The study employed an inductive coding approach that included a systematic review of the interviews with two information technology (IT) administrators at each site.

The conclusions were based on data from their responses.

A systematic review and analysis of words, terminology, and themes revealed common patterns that led to the conclusions.

The findings showed that the institutions had not considered the possibility of a disaster of great magnitude, including how to maintain contact with the school community and continue instruction online. Conclusions were that IT staff should be present in all preparedness planning, that records should be backed up offsite, and IT infrastructure should be at a secure distant facility.

The implications for social change are that institutions that follow the recommendations of the study can maintain instruction and communication in an emergency, as well as provide continuity for course completion and ameliorate loss of students.

The online network may also be the only viable vehicle for recovery when traditional connections have been destroyed.