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Addressing First- and Second-Order Barriers to Change: Strategies for Technology Integration
ARTICLE

Educational Technology Research and Development Volume 47, Number 4, ISSN 1042-1629

Abstract

Describes first-order (external, institutional) and second-order (internal, personal) barriers that hinder teachers' technology implementation efforts and delineates effective strategies for addressing each type. Highlights include defining a vision of technology integration; identifying curricular opportunities; managing resources and class activities; and assessing student learning. (LRW)

Citation

Ertmer, P.A. (1999). Addressing First- and Second-Order Barriers to Change: Strategies for Technology Integration. Educational Technology Research and Development, 47(4), 47-61. Retrieved January 19, 2019 from .

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    Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 1761–1766

  103. Web-SPA: A Web-Based Self/Peer Assessment System with multiple functions and friendly interface for teachers

    Heui-Tze Ho & Kuo-En Chang, National Taiwan Normal University, Taiwan; Yao-Ting Sung, Learning Research and Development Center, University of Pittsburgh, United States; Sheng-Kwan Chiou, National Taiwan Normal University, Taiwan

    Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 1557–1560

  104. Reflections on a Technology Integration Project

    Cindy Kovalik, Kent State University, United States

    Journal of Technology and Teacher Education Vol. 11, No. 1 (2003) pp. 73–90

  105. Online Application Support Providers for Teacher Education:

    David Georgi, California State University, Bakersfield, United States; Pamela Redmond, University of San Francisco, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (2003) pp. 491–494

  106. Principals’ Beliefs about Teaching with ICT: A Model for Promoting Change

    Thomas Otto, Withcott State School, Australia; Peter Albion, University of Southern Queensland, Australia

    Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 1620–1627

  107. Faculty Adoption of Instructional Technologies: Organizational and Personal Perspectives

    Joel Levine, Barry University, United States

    Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 1595–1598

  108. ADOPTION AND USE OF TECHNOLOGY-SUPPORTED LEARNER-CENTERED PEDAGOGIES: BARRIERS TO TEACHERS’ IMPLEMENTATION

    Peg Ertmer, James Lehman, SungHee Park, Jeffry Cramer & Karen Grove, Purdue University, United States

    EdMedia + Innovate Learning 2003 (2003) pp. 1955–1958

  109. Teachers, Technologies, and Design-based Research

    Feng Wang, The University of Georgia, United States

    Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 1075–1080

  110. Barriers and Concerns of Teachers Using Technology in their Instruction: A Pilot Study

    Feng Wang, The University of Georgia, United States; Kunming Zhang, Central China Normal University, China; Haiyan Sun, Shandong University of Science and Technology, China

    Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 1070–1074

  111. First Year Teacher’s Technology Use: Three Perspectives

    Judith Duffield, Myka Raymond & Nedal AlTenaiji, University of Colorado at Denver, United States; Barbara Cooper, Denver Public Schools, United States; Sherdyne Cornish, Community College of Denver, United States; Geraldine DiPalma, University of Colorado at Denver, United States; James Hurley, Douglas County Schools, United States

    Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 894–899

  112. Technology Training for Teacher Candidates: A Curriculum-based Integration Model

    Jana Willis, University of Houston - Clear Lake, United States; Brenda Weiser, Trudy Driskell & Sue Hilburn, University of Houston - Clear Lake, United States

    Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 2745–2749

  113. They Can Talk the Talk but Will They Walk the Walk?

    Colleen Swain, University of Florida, United States

    Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 2688–2694

  114. Using Technology to Promote Inquiry in Elementary Science Teacher Education: A Case Study of One Teacher Educator's Initiatives

    Brenda Capobianco & James Lehman, Purdue University, United States

    Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 4625–4630

  115. Technology and Environmental Education: Creating the Integrated Curriculum

    Jana Willis, University of Houston - Clear Lake, United States; Brenda Weiser, Trudy Driskell & Sue Hilburn, University of Houston - Clear Lake, United States

    Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 4314–4319

  116. International Cooperation in Training Teacher Educators to Use ICT in Education: The COG-TECH Projects

    Emrah Orhun, Troy State University, United States

    Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 4224–4231

  117. A Critical Review on Teachers and Technology

    Feng Wang & Thomas Reeves, The University of Georgia, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (2003) pp. 1809–1812

  118. Investigating Education Faculty’s Perspectives of Their Experiences in a Technology Project: Issues and Problems Related to Technology Integration

    RIchard Speaker & Li Wang, University of New Orleans, United States

    EdMedia + Innovate Learning 2002 (2002) pp. 2011–2016

  119. Training Teachers to Integrate Technology into the Classroom Curriculum: Online versus Face-to-Face Course Delivery

    Jana Willis, University of Houston-Clear Lake, United States; Lauren Cifuentes, Texas A&M University, United States

    Society for Information Technology & Teacher Education International Conference 2002 (2002) pp. 463–467

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