Addressing First- and Second-Order Barriers to Change: Strategies for technology Integration Adviser : Ming-Puu Chen Presenter : Li-Chun Wang 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.

Outlines Introduction Define a vision of technology integration Barriers to integration First-order barriers Second-order barriers Relationship between barriers Strategies for addressing barriers Developing a vision Identifying curricular opportunities Obtaining resources Managing resources and classroom activities Assessing student learning Conclusions

Introduction The computer: Early modes of educational change implied: Has not brought about a widespread revolution in methods of teaching or in school structure and organization. Provide either an add-on activity or are simply technological versions of the workbook approaches Early modes of educational change implied: If teachers had access to enough equipment and training, classroom integration would follow. Computer technology is not as readily assimilated into teachers’ existing routines, typically requiring change along multiple dimensions of practice (e.g., personal, organizational, pedagogical)

Introduction First- and second-order barriers to change: (Brickner, 1995) First-order changes “ adjust” current practice, while leaving underlying beliefs unchallenged. Second-order changes confront fundamental beliefs about current practice, thus leading to new goals, structures, or roles . Barriers to change are “ the extrinsic and intrinsic factors that affect a teacher’s innovation implementation efforts”: First-order barriers to technology integration (extrinsic to teachers): Lack of access to computers and software, insufficient time to plan instruction, and inadequate technical and administrative support. Second-order barriers (intrinsic to teacher): Beliefs about teaching, beliefs about computers, established classroom practices, and unwillingness to change.

Introduction First-order barriers may be eliminated by securing additional resources and providing computer-skills training Second-order barriers requires challenging one’s belief systems and institutionalized routines of one’s practice. Technology integration, may require: Reformulating basic school culture notions regarding what comprises learning and engaged time, and what behaviors define “teaching”.

Defining a vision of technology integration Teachers’ visions may ultimately determine the level of integration they attain (Roblyer, 1993) Integrated classrooms: The first vision: The acquisition of hardware and software: Technology is the end-goal. The second vision: Opportunities for teaching and learning: Technology is the means for achieving multidisciplinary learning goals. Technology serves As a tool: enables a student-centered curriculum. As a stage: meaningful learning activities can be played out.

Barriers to integration The first-order barriers Refers to obstacles that are extrinsic to teachers Type of resources (e.g., equipment, time, training, support) These barriers are easy to measure and relatively easy to eliminate (once money is allocated) The second-order barriers Interfere with or impeded fundamental change e.g., Teachers’ beliefs about teaching and learning (teaching methods, organizational and management styles, and assessment procedures) Not be immediately apparent to others or even to the teachers themselves.

Relationship between barriers The barriers are the same, the consequences may be different - Teachers’ perceptions of the criticality of these barriers: Second-order barriers can be noted in the reasons teachers give for being frustrated by first-order barriers. Ex: limited equipment more computer, more efficiency First-order barriers can be significant obstacles to achieving technology integration. The relative strength of second-order barriers may reduce or magnify their effects.

Strategies for addressing barriers Developing a vision Identifying curricular opportunities Obtaining resources Managing resources and classroom activities Assessing student learning

Strategies for addressing barriers Developing a vision Vision: how the technology can improve teaching and learning. Three strategies for developing a vision: Modeling: model of integrated technology use, demonstrations by peers, mentors, seasoned practitioners, or learning community. Reflection: Reflect on and discuss their evolving ideas with mentors and peers, critically evaluate their practice and redesign instruction to better meet student needs and curricular goals. Publish ideas can prompt teachers to articulate beliefs and practices. Collaboration: Collaborate with others on meaningful projects as they try out their new ideas about teaching and learning with technology. Ongoing conversation with colleagues and experts.

Strategies for addressing barriers Identifying curricular opportunities Having articulated an overall vision for classroom technology use (e.g., use of authentic challenging, multidisciplinary tasks, promotion of active learning and collaborative work) Identify specific areas in the curriculum where technology can work Implement a technology enhanced curricula Utilize an appropriate piece of software within existing instruction Adapt a comprehensive multimedia curriculum to achieve current instructional goals Design a curriculum unit around a theme or topic

Strategies for addressing barriers Identifying curricular opportunities Specific tactics for identifying and effectively utilizing, curricular opportunities: Talking to others at the same grade level, or in the same content area, to share ideas about how and when to use technology Developing creative ways to address logistical and technical problems during early stages of use Starting small-incorporating technology into the curriculum, one lesson at a time Working with others at the school, district, and state levels to incorporate technology competencies into existing curriculum guidelines.

Strategies for addressing barriers Obtaining resources Four main resource constraints: Access: Access can be achieved through fund-raisers, donations, and grants Maximizing the use of available equipment Time: Teachers need time for both professional an curricular development activities. Training: Teachers need access to multiple types of training (pedagogical and technological needs) Support: Multiple types of support are needed: professional (help in planning for uses and acquisitions; time to plan for and implement innovative uses), technical (training in how to use new hardware and software, on-demand help when problems occur, low-level system maintenance), and instructional (demonstration for advice on how to incorporate into instruction)

Strategies for addressing barriers Managing resources and classroom activities Rotate students through activity Tasks might be divided so that each student or small group actually needs only a short amount of time at the computer Provide time for planning and additional off-line tasks Create a “computer learning culture” Help one another solve problems Share information and ideas openly Congratulate each other for making progress and maintaining good effort Work closely with others who are working close to you Support peers who are faced with personal “crises”, and support each other beyond the computer environment.

Strategies for addressing barriers Assessing student learning Teachers need appropriate evaluation strategies for assessing the results of both technology investments and classroom efforts: The use of rubrics Electronic portfolios, process-oriented feedback Students required to engage in self-evaluation To establish learning goals at the start of a unit To access their progress throughout the learning process The assessment process include: Information about students’ knowledge, skills, dispositions, attitudes, beliefs about subject matter and about learning itself.

Conclusions