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When first-order barriers are high: A comparison of second- and third-order barriers to classroom computing integration
ARTICLE

, Michigan State University, United States ; , University of Florida, United States ; , , Michigan State University, United States

Computers & Education Volume 120, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

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.

Citation

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. Retrieved October 23, 2019 from .

This record was imported from Computers & Education on February 1, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2018.01.005

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