When first-order barriers are high: A comparison of second- and third-order barriers to classroom computing integration
Taj W. Makki, Michigan State University, United States ; LaToya J. O'Neal, University of Florida, United States ; Shelia R. Cotten, R.V. Rikard, Michigan State University, United States
Computers & Education Volume 120, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
This study examines the role of second- and third-order barriers to classroom computing integration among fourth- and fifth-grade teachers in an urban, low-income school district (i.e., where computing resources are limited, or first-order barriers are high). We examine the impact of teachers' (N = 114) computer anxiety, computer attitudes, and computer feature comfort (i.e., second-order barriers) on their intention to use computer features in their classrooms. We also assess the role of teachers’ participation in training sessions aimed at fostering their design thinking (i.e., third-order barriers). Our results indicate that computer feature comfort and summer institute attendance are the strongest predictors of computing integration in cases where first-order barriers are high. Findings also suggest that tackling third-order barriers may help teachers overcome second-order barriers. Implications for future training interventions are discussed.
Makki, T.W., O'Neal, L.J., Cotten, S.R. & Rikard, R.V. (2018). When first-order barriers are high: A comparison of second- and third-order barriers to classroom computing integration. Computers & Education, 120(1), 90-97. Elsevier Ltd.
Cited ByView References & Citations Map
Globalizing Technology Education for Teachers:The Dual Challenge of Strengthening Skills and Changing Perceptions
Lan Li & Timothy Murnen, Bowling Green State University, United States; Yuchun Zhou & Min Lun Wu, Ohio University, United States; Yan Xiong, Bowling Green State University, United States
Journal of Technology and Teacher Education Vol. 27, No. 1 (January 2019) pp. 97–116
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.