First-order Barriers Research Articles

Innovation through the implementation of technology in the context of school education: a systematic review

While the central role that technology currently plays in the different domains of society is acknowledged, it is pressing to understand how it also affects the compulsory education setting. The increasing technological richness of the world influences everyday life and brings about higher expectations for schools to take a lead in shaping competent citizens for the twenty-first century. The aim of this article is to advance knowledge of how innovation is taking place in schools when it admits the implementation of technology as a fundamental dimension. This review draws on the Preferred Reporting Items for Systematic Reviews and covers the period 2017–22 to identify 30 studies for inclusion. The analyses suggest that innovative practices are highly diverse in nature and that they target different disciplines and levels of compulsory education. Innovation is sensitive to place, historicity and time. It is often delayed by infrastructure issues (first-order barriers) and beliefs (second-order barriers), while among its key drivers are leadership, support networks and professional development.

Focus on Sustainable Development Goals: Teacher Belief and Technology Integration Practice of EFL Classrooms

The purpose of this research was to describe teachers’ beliefs abouttechnology in the EFL classrooms and identify the barriers they faced whenintegrating technology at universities in Myanmar. The critical needeverywhere in the world is for education to prepare students to leadsuccessful, fulfilling lives. In today’s world, this means providing them with relevant educational experiences that nurture their passions, problem-solving abilities, and higher-level thinking skills, including critical thinking and creativity. The best solutions involve teachers, students, universities,and whole communities. Additionally, online learning has become a viableoption for students, and the novel Coronavirus forced many teachers andstudents into this environment during the 2020 academic year. Despiteincreased access to technology, higher-level uses have not followed, and many teachers at the universities continue to struggle integrating technologyin their classrooms. Quantitative data were collected through a questionnairesurvey administered to English language teachers at selected universities inorder to gain descriptive information about how technology was being usedthroughout the university. From this sample, 26 participants were selectedfor follow-up interviews. Qualitative data was collected from theseparticipants through interviews in order to provide additional descriptivedata to answer the research questions. It has been found that Myanmar EFLteachers encounter both first-order barriers and second-order barriers whentrying to integrate technology. However, second order barriers play a significant role in technology integration. Additionally, steps to reduce first-order barriers identified in the study are suggested.

A new challenge for contingentists

Contingentism is the view that it is contingent which things exist. Despite its plausibility, advocates of contingentism face a well-known ‘challenge’ to demonstrate that they can draw what appear to be intelligible modal distinctions (Williamson Modal Logic as Metaphysics. Oxford University Press, Oxford, 2013). In this article, I argue that if certain controversial modal principles fail, the challenge contingentists face becomes much more difficult. Whereas extant challenges concern contingentists’ inability to draw quite theoretical second-order modal distinctions, I present a challenge which concerns contingentists’ inability to draw simpler first-order distinctions. This indicates that in certain modal settings there may well be significant first-order barriers to maintaining contingentism.

The role of school socioeconomic status in school-wide technology integration in the U.S.

This study aimed to examine the relations between first-order and second-order barriers and ICT (information and communications technology) integration across schools with different SES (socioeconomic status) levels in the US. This study was based on a nationally representative sample of public elementary and secondary schools included in the fast response survey system (FRSS)–educational technology in the US public schools. Multiple-group path modeling was employed as the main analytic method. The results showed that in advantaged schools, first-order and second-order barriers demonstrated additive effects on ICT integration. However, in disadvantaged schools, first-order and second-order barriers showed multiplicative effects on ICT integration. This study suggests that in advantaged schools, eradicating second-order barriers can compensate for the constraints on ICT integration imposed by first-order barriers. However, in disadvantaged schools, removing second-order barriers will not be effective if first-order barriers are not addressed first. This study contributes to the literature by highlighting the role of school SES in planning school-wide ICT integration. Also, a contextualized model is proposed to capture the differential relations between barriers and ICT integration in specific school contexts.

The Implication of Using Information Communication Technology to Present, Comment on and Discuss Student Work on the Outcome of Students Performance: Evidence from Turkey

Turkish Higher Learning institutions have embraced ICT skills in teaching and learning to ensure career readiness among learners. Information Communication Technology tools provide the opportunity for educators to address problem-solving and project-based learning in both face-to-face and blended learning. However, there have been issues of educators’ awareness and skills in utilizing the technology tools in the instructional processes. The purpose of the study was to establish the Outcomes of Technology Integration in Instruction by Higher Learning Institutions in Asia with a focus on Turkey. The paper was a literature based in which comprehensive review of existing literature on technology integration in Education was interrogated to come up with study themes. The empirical literature was reviewed to identify main themes and conclusion drawn based on the reviewed literatures. The study found that factors that influenced integration of ICT in the primary teacher training colleges in Turkey included: adequacy of internet connectivity, adequacy of computer hardware, adequacy of computer software, maintenance of ICT infrastructure, training of personnel in ICT, teacher workload, teacher gender, teacher age, presence of ICT policy and adequacy of fund. Additionally, lecturers were found to be aware of the relevance of Web 2.0 tools for instructional purposes. However, they highlighted low internet speed as the main challenge in their efforts to integrate technology into their instructional activities. This research contributes to the area of TPACK (Technology Pedagogical Content Knowledge) by highlighting the application of computer-related technologies into classroom instruction and how such technologies are matched with learner-centered instructional strategies to enhance learners’ 21st century skills that are essential for career readiness. This paper concludes that integrating technology in instruction will serve as a strategy for leveraging education in Turkey if first-order barriers such as insufficient ICT infrastructure, limited ICT competency among teachers and tutors and lack of comprehensive ICT training are addressed effectively. The study recommends that, the managements of higher learning institutions in the country should provide teachers with regular trainings and seminars on how to adopt ICT in the teaching and learning process. Key words: Technology integration, higher learning institutions, ICT, Turkey

First and Second Order Barriers to Teaching in K-12 Online Learning.

While an extensive literature base has focused on online learning, fewer studies have explored the unique implementation challenges in K-12 education. This case study addresses this gap by exploring how an urban, diverse school migrated to a fully online format through the lens of the first- and second-order barriers framework. In terms of first-order barriers, the study highlights the importance of (a) time needed to design and adapt instructional materials, (b) accountability within an online format, and (c) administrator support in the communication process. For second-order barriers, teachers commented on how they perceived online learning to impact important teaching activities (e.g., accountability, timeliness of feedback) and the teacher-student dynamic. Finally, they commented on the challenge to support the socio-emotional component of students and parents in online learning, which is important for school culture and community.

Examining the barriers experienced by EFL teachers when implementing technology in senior secondary schools in Japan: a self-study

ABSTRACT The introduction of technology in classroom practices can be challenging if teachers are not encouraged to utilise it in school contexts. Through a self-study methodology, this study investigates a Japanese English teacher’s experiences using technology in classroom teaching. The present study identified both external (first-order) and internal (second-order) barriers to teachers. First-order barriers identified in the Japanese school context involve (a) resources: IT infrastructure and technical support, (b) institution: school policies, classroom sizes and time limitations, (c) subject culture, and (d) assessment: high-stakes examinations. Second-order barriers include (e) teachers’ attitudes and beliefs: a fixed mindset, and (f) knowledge and skills: the lack of professional development. A complicated relationship among teachers was identified as a context-specific issue. This study also discusses further interventions that should be included in the classification of barriers in technology integration at schools.

Examining eLearning system self-efficacy amongst instructors at the University of Dodoma, Tanzania

Higher learning institutions in Africa have been investing in various eLearning systems (also referred to as learning management systems) aiming at improving the quality of teaching and learning. However, non-use or low usage of these systems amongst users is a significant setback for their success. Studies indicate that first-order barriers such as unreliable electricity power, shortage of computers, and Internet connectivity inhibit users from using these systems. This study examined system self-efficacy amongst instructors using mixed sequential explanatory design with data collected from 357 instructors at the University of Dodoma through questionnaires followed by focus group discussions. The adapted independent factors: performance accomplishments and vicarious experience from Bandura (1977), and organizational support from Higgins and Compeau (1995) were subjected to linear regression analysis to determine the causal relationship with system self-efficacy. The study found that vicarious experience and organizational support had a significant effect on system self-efficacy amongst instructors. These findings show that examining system self-efficacy amongst instructors is critical to help those who are implementing eLearning systems in finding strategies that will increase system usage.

What School Administrators Think About Computer Science Counting as a Math or Science Graduation Requirement

In 37 states, an accepted computer science course may qualify or “flex” as a high school graduation requirement in lieu of a traditional requirement, such as mathematics. Applying a first- and second-order barriers framework (i.e., tangible impediments and personal beliefs), we examined views of 60 high school administrators. The administrators were at schools that had not yet adopted flex credit policies and were surveyed regarding readiness of their schools and communities, as well as their personal beliefs, about adopting such a policy. Key findings included learning that the greatest perceived obstacles centered on developing and maintaining computer science courses (e.g., qualified teachers). Administrators were most positive about leadership support and student capacity, although less sure about student interest. Overall, first-order barriers posed greater impediments than second-order barriers. However, one-third of administrators did not favor computer science taking the place of traditional graduation requirements.

Barriers to accessing weight-loss interventions for patients with class II or III obesity in primary care: a qualitative study.

Over 1 million Canadians have class II or III obesity; however, access to weight-loss interventions for these patients remains limited. The purpose of our study was to identify the barriers to accessing medical and surgical weight-loss interventions from the perspectives of 3 groups: family physicians, patients who were referred for weight-loss intervention and patients who were not referred for weight-loss intervention. Between November 2017 and May 2018, we conducted a qualitative exploratory research study using focus groups with family physicians and interviews with patients with class II or III obesity from 1 region in southern Ontario. We conducted a thematic analysis to identify emergent themes and used the barriers to change theory to classify the similarities and differences between the perspectives of family physicians, referred patients and nonreferred patients in first- and second-order barriers. Seventeen family physicians participated in 7 focus groups (1-4 participants/group), and we interviewed 8 referred patients and 7 nonreferred patients. We identified lack of resource supports, logistics and lack of knowledge about weight-loss interventions as first-order barriers to change, and lack of knowledge about root causes of obesity, lack of patient readiness for change and family physicians' perceptions about surgical weight loss as second-order barriers to change. Family physicians and patients had similar perceptions regarding lack of resource supports in the community, logistical issues, family physicians' lack of knowledge regarding weight-loss interventions, patients' lack of motivation and family physicians' perceptions of bariatric surgery as being high risk. They differed regarding the root cause of obesity, with family physicians attributing obesity to multiple extrinsic and intrinsic causes, whereas patients believed obesity was largely due to intrinsic causes alone. It is important to address first- and second-order barriers to accessing weight-loss interventions through continuing professional development activities for family physicians to help ensure effective and timely treatment for patients with class II or III obesity and related comorbidities.

Assistive technology for persons with profound intellectual disability: a european survey on attitudes and beliefs

Background Persons with profound intellectual disability (PID) are mostly not able to use assistive technology (AT) independently. Caregivers play an important mediating role in implementing AT in the daily life of persons with PID. Both first-order barriers, extrinsic to caregivers, and second-order barriers, intrinsic to caregivers, influence the attitudes and behaviors of caregivers with regard to AT-use. It could be asked if increased knowledge on and experience with AT may impact the effect of first- and second-order barriers. This study investigated how knowledge and experience influence the professional caregivers’ beliefs about which factors may impact the AT use in persons with PID and their intentions to use AT for persons with PID. Methods A questionnaire on the experienced limitations and successes in using AT was developed. The questionnaire was send to professionals working with or responsible for persons with PID in various countries in Europe. In total the answers of 195 respondents were included in this study. Results and conclusions This study’s results demonstrate that AT is used for various reasons in persons with PID, mostly to support communication and interaction or for fun or relaxation. Based on the answers of the respondents can be concluded that both experience and knowledge of caregivers seem to influence first- and second-order barriers. Besides, a possibility to overcome the second-order barriers is to provide professionals with possibilities to increase their knowledge and experience. IMPLICATIONS FOR REHABILITATION AT for persons with PID is mostly used for communication and interaction or for fun and relaxation. Professional caregivers belief that AT-use may positively influence various aspects in the life of persons with PID, especially communication and interaction, active engagement and participation in activities, and self-esteem of the person. Caregivers need to have sufficient experience in order to rate the barriers of AT-use as less limited in the group of persons with PID. In order to overcome the barriers experienced in implementing AT in persons with PID, knowledge of caregivers is essential.

Are Teachers and Schools Ready to Accept Computer Science as a Graduation Requirement?

Recent policies across the United States support rigorous high school computer science courses acting as flex credit courses. This allows the courses to count as graduation requirements in lieu of traditional mathematics or science courses. In this study, 457 teachers in high schools that had not yet adopted flex credit policies indicated school readiness and personal beliefs regarding counting computer science as a mathematics or science requirement. Tangible first-order barriers (e.g., appropriate curriculum) were greater hurdles than intrinsic second-order barriers (e.g., beliefs). Other notable findings included viewing computer science counting as a mathematics requirement more favorably than as a science requirement; science teachers being least positive about computer science as a core requirement; and school socioeconomic status and enrollment size not being correlated to perceptions.

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

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.

The role of value on teachers' internalization of external barriers and externalization of personal beliefs for classroom technology integration

Recent research has shown that access alone does not automatically equate to greater or higher quality of technology integration. Teacher beliefs are also important factors of how teachers integrate technology in the classroom. This study examined how teachers' value beliefs about technology affect the way they internalize actual technology access and administrator support into perceptions of support on first-order barriers. This study also examined how teachers' value beliefs affect the relationship between perceived support on first-order barriers and their classroom technology integration practice. Using hierarchical linear modeling and multilevel path modeling, the study found that value beliefs moderated the extent to which teachers translate actual school support into perceptions of support on first-order barriers. Value beliefs also mediated and moderated the relationship between how teachers' perceived support on first-order barriers influences both the quantity and quality of classroom technology integration, suggesting a moderated-mediation interaction pattern. This study makes contribution to the literature by highlighting the importance of teachers' values beliefs in technology integration.

Overcoming barriers to \u2018flip\u2019: building teacher\u2019s capacity for the adoption of flipped classroom in Hong Kong secondary schools

Flipped classroom teaching has become a significant trend in education in recent years, but there remain significant challenges in persuading some teachers to adopt this novel method. Through the lens of Ertmer’s first- and second-order barriers to change, this paper presents a study began with the need to understand barriers to the adoption of flipped classroom in Hong Kong public secondary schools. Data collected from a questionnaire with open-ended opinion polls for secondary teachers in Hong Kong and their accompanying comments and feedback revealed that both first-order and second-order barriers were hindering their adoption of flipped classrooms into their teaching practices. While the first-order barriers are being resolved with school and government initiatives, a programme of professional development for teachers, as one of the most tangible approaches to capacity building, was provided throughout 2014–2015 school-year as a strategic intervention. Based on the feedback received, some attributes of effective teachers’ capacity building are discussed, and a set of recommendations for catalysing teachers embracement of flipped classroom are given.

Barriers and Challenges Facing Pre-Service Teachers use of Mobile Technologies for Teaching and Learning

This study examined the perceptions, attitudes and beliefs of pre-service teachers using the iPad for their professional learning purposes and for teaching during their school placements. The sample consisted of 117 pre-service teachers undertaking a one-year postgraduate qualification in England to gain qualified teaching status (QTS). A mixed methods design was employed to collect data using questionnaires and focus groups and the results showed how students' beliefs and attitudes, categorised as second order barriers, are significant factors in determining how effectively mobile technologies are used as a teaching and learning tool. Whilst the research literature suggests access, infrastructure and training, are diminishing as significant barriers for technology adoption, this study found that first-order barriers such as these still remain a significant challenge for pre-service teachers attempting to learn with and use mobile technologies in their practice. The article concludes with implications for practice in teacher education, theory and areas for further research.

Early childhood teachers’ perceived barriers to ICT integration in teaching: a survey study in Mainland China

This paper looked at the barriers to integration in teaching practices from the perspective of Chinese early childhood teachers in Mainland China. A total of 46 Chinese early childhood teachers in Mainland China participated in this study. They were from three early childhood settings located in three different cities in terms of the administrative division. A self-designed questionnaire was adopted as the research instrument. It was found that a range of first-order barriers, which included lack of hardware (laptops, notebooks, and computers), lack of teaching content and material, as well as lack of pedagogical models were perceived as main barriers by the teachers. However, several second-order barriers, such as lack of teachers' interest, and lack of teachers' support were perceived as the least main barriers. Furthermore, the variable ICT use in daily life was found play an important role in determining the teachers' perceptions of barriers both on the overall level and on the specific level. Several recommendations for future practices and research were also provided.

ICT in Chilean Schools: Students' and Teachers' Access and Use of ICT

This paper presents the results of the analysis of the data from a national survey of the Chilean educational ICT infrastructure and its use in schools implemented by the Centre for Technology and Education of the Chilean Ministry of Education in 2004. Results show that the context of ICT use in Chilean schools can be characterized as relatively good, insofar as there are no first-order barriers for implementing ICT pedagogy. In this context, students' ICT use can be categorized based on four factors: communication, productivity, recreation, and communication with teachers. On the other hand, teachers' ICT use can be categorized using three factors: communication, teaching, and technical. Based on these factors and considering the availability and use of ICT in schools, the question remains how to make this time most effective for improving students' learning. Additionally, results show that students, on their own, spend a considerable amount of time developing activities described as communication. The question that arises from this finding is how to take advantage of these activities in order to meet teaching and learning aims. Regarding teachers, results open possibilities for redesigning professional development courses by taking advantage of what they already do with ICT.

Thrust into Technology: How Veteran Teachers Respond

This two-year study explored the perceptions and roles of experienced elementary teachers, who were computer novices, as they learned and began using computer technology in their teaching. The research questions guiding this study focused on incentives and barriers to learning and using computer technology, professional development approaches, and teaching roles indicated by traditional and constructivist characteristics. The researchers employed qualitative research methods within a case study framework. Data obtained through a variety of sources were coded and analyzed within- and across-cases. Results indicated participants' preferences for learning basic computer skills before integrating technology into the curricula, the importance of seeing purpose in using computers in teaching, and having concrete and grade-specific integration ideas. Also, first-order or extrinsic incentives motivated participants before second-order or intrinsic incentives, while first-order barriers tended to mask second-order barriers. Using technology seemed to foster more constructivist role indicators in at least one participant.

Addressing first- and second-order barriers to change: Strategies for technology integration

Although teachers today recognize the importance of integrating technology into their curricula, efforts are often limited by both external (first-order) and internal (second-order) barriers. Traditionally, technology training, for both preservice and inservice teachers, has focused on helping teachers overcome first-order barriers (e.g., acquiring technical skills needed to operate a computer). More recently, training programs have incorporated pedagogical models of technology use as one means of addressing second-order barriers. However, little discussion has occurred that clarifies the relationship between these different types of barriers or that delineates effective strategies for addressing different barriers. If pre- and inservice teachers are to become effective users of technology, they will need practical strategies for dealing with the different types of barriers they will face. In this paper, I discuss the relationship between first- and second-order barriers and then describe specific strategies for circumventing, overcoming, and eliminating the changing barriers teachers face as they work to achieve technology integration.