Second-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.

Exploring the Impact of Teachers' Technology Integration and TPACK Competencies amidst COVID-19: A Mixed-methods Study for Future Educational Preparedness in School

COVID-19 and the subsequent closure of the schools across Bhutan, to check the spread of the virus forced the Ministry of Education and Skills Development to transition to online teaching and learning. Teachers were mandated by emergency policies to teach students online through the use of technology, social media, and other social network platforms. Technology integration is influenced by both first and second-order barriers and the quality of technology integration ranges from low-quality integration to high-quality integration. Using survey data from a sample of 110 teachers and interviews with 26 teachers in five districts of Bhutan, this research attempted to identify and delineate teachers technological pedagogical content knowledge and the draw its relation to the quality of technology integration. Sequential explanatory mixed-methods design, which enables researchers to first collect quantitative data and analyze the data to draw first set of findings was used. The findings of the survey were used to guide the interviews conducted during the second phase of the research. Results indicate that teacher are neither proficient in the various dimensions of TPACK nor required too much assistance to navigate the challenges to technology integration. The interview data did not reveal high-quality technology integration in the teaching learning process. Recommendations for policy and practices are provided.

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.

Barriers to technology integration in the A-level history classroom in Northern Ireland

Technology has the potential to enhance learning; however, generic technocentric strategies in schools have exacerbated barriers to technology integration in the classroom. Teachers are key to successful technology integration in schools. Factors such as subject culture and pedagogy will affect teachers’ willingness and ability to adopt technology in the classroom, yet subject-specific studies tend to focus on STEM subjects at the expense of the humanities. This mixed-methods study investigates technology use by teachers and pupils in the A-level history classroom in Northern Ireland, through the lens of Ertmer, P. 1999. “Addressing First- and Second-Order Barriers to Change: Strategies for Technology Integration.” Educational Technology Research and Development 47 (4): 47–61 classification of barriers. A number of impediments to effective technology use in the classroom were identified and strategies to minimise these barriers are recommended.

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.

A Longitudinal Qualitative Study on Teachers’ Technology Barriers to Distance Learning: A School for Students with Dyslexia

The purpose of this qualitative case study was to develop an account of teachers’ perception of barriers to technology integration throughout distance learning. COVID-19 pandemic forced schools to adopt distance learning to cope with the crisis, but whether teachers are prepared for this change is unknown. Therefore, this study described teachers’ experience of technology integration over the course of distance learning and identified the barriers they faced at a small, private school for students with dyslexia. The findings found distance learning influenced teachers’ technological knowledge, attitudes, and beliefs about technology integration. Barriers to technology integration were identified by all participants, but only novice integrators and one intermediate integrator experienced second-order barriers. Implications are provided on supporting teachers to overcome barriers towards technology integration.

Integration of ICTs in teaching practices: propositions to the SAMR model

This article aims to analyze the experiences of teachers on the uses of ICTs in the development of teaching practices within the framework of a new learning ecology. We use the SAMR model to scale the levels of ICTs contributions in each practice. 116 teachers from a public educational institution in Brazil answered a questionnaire during the pandemic scenario, while conducting emergency remote teaching. Teachers declared to develop the teaching practices with the integration of ICTs at the levels of Augmentation and Modification by correspondence to the SAMR model. Based on the analyzes carried out, we propose some reflections that help to rethink this model and to understand the second-order barriers that prevent the effective integration of ICT in teachers’ practices.

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.

An investigation of barriers to Hong Kong K-12 schools incorporating Artificial Intelligence in education

Abstract Artificial Intelligence in Education (AIED) has been the focus of significant attention in recent years because of its growing social importance and pedagogical value. In Hong Kong, an increasing number of K-12 schools are planning or piloting their grassroots AIED incorporation practices. However, progress is reportedly slow due to a number of barriers. Unfortunately, because of their limited scope, disputed interpretations and contextual irrelevance, current research literature seems to be of limited referencing value in aiding schools to address the issues and overcome the barriers. This paper highlights the necessity of embracing AIED as wide-ranging given the current understanding of it as a collective notion. Three major directions of AIED are identified: Learning from AI, Learning about AI, and Learning with AI. A collective case study, which examined the perceived barriers to AIED incorporation in Hong Kong K-12 schools with different AIED directions, was conducted. Qualitative data were gathered via ten semi-structured interviews with key stakeholders from two schools. Ertmer’s (1999) typology was applied to segregate the barriers. The findings showed that both first-order and second-order barriers existed, although they varied between the cases. It was also found that the barriers did not hinder in isolation but appeared to be interconnected. The findings suggest that schools use differentiated strategies to tackle barriers according to their approach to incorporating AIED. Moreover, there is a need to trace the links between barriers and prioritise school efforts to remove or reduce them with high linkage. Several recommendations for practice are given.

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.

Overcoming Second-Order Barriers to Technology Integration in K–5 Schools

The use of technology engages students and increases academic achievement, as Tamin, Bernard, Brookhovski, Abrami, and Schmid (2011) found in a study summarizing 40 years of research on this topic. Educators face attitudinal, sociocultural, and pedagogical barriers to technology integration in spite of its positive impact on academic achievement. In this qualitative multicase study, three groups of educators were interviewed to determine how some teachers successfully overcame barriers to technology integration. Each case contained two or three teachers, one administrator, and one technology support person in each of three schools in a rural northeastern school district. The findings showed that a team approach among administrators, technology support personnel, and teachers resulted in the strongest technology integration. Successful strategies included providing appropriate professional development, building collegial support and sharing among teachers, training teachers to locate relevant technological resources, and establishing value and support for the use of technology for learning.

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.

Break the walls! Second-Order barriers and the acceptance of mLearning by first-year pre-service teachers

Despite their many advantages, teachers' adoption of mobile technologies as didactic tools is still limited. Their adoption is conditioned by first-order and second-order barriers. The former are associated with the availability of resources, and the latter refer to internal barriers as a consequence of the reflection of instructors about their own teaching practice, which are harder to overcome. Teacher training plays an important role on the formation of these barriers, but prior research mainly focuses on pre-service teachers in their last years of training, where some of those barriers have already been formed, and it mostly investigates computer-based learning. This research aims to fill that gap by analyzing the influence of second-order barriers on first-year pre-service teachers' intention to use mobile devices in their future teaching practice. The study identifies the most relevant second-order barriers and tests the proposed model using a sample of 160 first-year primary education pre-service teachers. The results of the partial least squares structural equation modeling analysis offer relevant practical, theoretical and methodological implications for mobile learning adoption: first, they provide evidence of the key role of second-order barriers, accounting for 70.8% of the variance of the intention to use these technologies; second, the importance of compatibility and enjoyment, higher than that of traditional key variables as perceived ease of use and perceived usefulness, points out tothe need to reconsider pre-service teacher training programs; third, the study compares traditional reflective modeling of subjective norm and formative modeling, suggesting the adequacy of formative formulations in technology adoption studies.

“I can't tell you what the learning difficulty is”: Barriers experienced by college science instructors in teaching and supporting students with learning disabilities

• Studies on instructors' difficulties in teaching students with disabilities are limited. • This qualitative study employs interviews to explore science instructors' barriers. • The study reports first-order (external) and second-order (internal) barriers. • Complex interactions between first-order and second-order barriers are discussed. • The need for effective professional development models is highlighted.

Evaluation to support learning design: Lessons learned in a teacher training MOOC

The design of learning opportunities is an integral part of the work of all educators. However, educators often lack the design skills and knowledge that professional designers have. One of these basic skills is related to the evaluation of produced artefacts, an essential step in all design frameworks. As a result, evaluation of learning activities falters due to this lack of knowledge and mindset. The present study analyses how in-service educators perceived and accomplished an evaluation activity aimed at promoting assessment prior to enactment. Heuristic evaluation is an inspection method considered to be one of the easiest to learn and yet is efficient, time and cost effective. These characteristics make it suitable for the design work of educators; which is, above all, practice-driven and practice-oriented. Results show that educators grasped the value of such an activity (solving possible second-order barriers) but struggled to understand how to do the specifics of the task (first-order barrier), which was to define their own set of educational heuristics. Based on the lessons learned, the paper finalises with a proposal for a design task to include evaluation to support learning design; empowering educators to assess both existing learning activities and ICT-tools as well as their own designs.

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.

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.