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

Makki, Taj W.; O'Neal, La Toya J.; Cotten, Shelia R.; Rikard, R. V.

doi:10.1016/j.compedu.2018.01.005

Cited by 76 publications

(56 citation statements)

References 23 publications

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“…Regarding the mediating effects of internet enjoyment, early childhood educators' attitudes toward using internet-related instructional applications were associated with internet enjoyment and accessibility. This result is similar to those of some empirical studies (Makki et al, 2018). Their perceptions were shaped by the positive experiences they had on and through the internet.…”

Section: Academic Implicationssupporting

confidence: 89%

Early Childhood Educators’ Attitudes to Internet Self-Efficacy and Internet-Related Instructional Applications: The Mediating Effects of Internet Enjoyment and Professional Support

2020

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To understand early childhood educators’ attitudes toward internet-related instructional applications, this study examined several factors that influence educators’ practical instructional behaviors and analyzed the mediating effects of internet enjoyment and professional support on their attitudes toward internet-related instructional applications. We conducted a survey in Taiwan and analyzed the original data collected from the questionnaire survey through structural equation modeling. The survey evaluated four factors: internet self-efficacy, internet-related instructional applications, internet enjoyment, and the professional support available via the internet. The results showed that early childhood educators’ attitudes toward integrating the internet into their instruction practices can be measured by these latent constructs. Early childhood educators’ enjoyment of the internet and engagement with internet-based professional support performed partially mediating effects on the relationship between their attitudes toward internet self-efficacy and internet-related instructional applications. Furthermore, early childhood educators’ attitudes toward internet-related instructional applications were influenced by their perceptions of the friendliness of interfaces and their enjoyment of the internet. The platform of community interaction provided by the internet and the atmosphere of cooperative support educators found appraisal of the internet’s broader implications for instructional and professional performance in their field.

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Section: Academic Implicationssupporting

confidence: 89%

Early Childhood Educators’ Attitudes to Internet Self-Efficacy and Internet-Related Instructional Applications: The Mediating Effects of Internet Enjoyment and Professional Support

2020

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“…Policy implications. Conceptualizing digital access as a gradient may help to encourage policies that facilitate ongoing support for equal access rather than one-time injections of resources into public schools and community centers (see Makki, O'Neal, Cotten, & Rikard, 2018 for support). One aim of technology maintenance research is to make researchers and policy makers aware of the persistent needs associated with maintaining digital access, even when data may suggest that a population is already connected.…”

Section: Limitations Next Steps and Policy Implicationsmentioning

confidence: 99%

Technology Problems and Student Achievement Gaps: A Validation and Extension of the Technology Maintenance Construct

Gonzales

Calarco

Lynch

2018

Communication Research

127

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How do physical digital inequalities persist as technology becomes commonplace? We consider this question using surveys and focus groups with U.S. college students, a group that has better than average connectivity. Findings from a 748-person nonrepresentative survey revealed that ownership and use of cellphones and laptops were nearly universal. However, roughly 20% of respondents had difficulty maintaining access to technology (e.g., broken hardware, data limits, connectivity problems, etc.). Students of lower socioeconomic status and students of color disproportionately experienced hardships, and reliance on poorly functioning laptops was associated with lower grade point averages. Focus group and open-ended data elaborate these findings. Findings quantitatively validate the technology maintenance construct, which proposes that as access to information and communication technology peaks, the digital divide is increasingly characterized by the (in)ability to maintain access. Data highlight overlooked nuances in digital access that may inform social disparities and the policies that may mitigate them.

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“…The barriers to technology adoption and integration have been discussed, categorized and published by several different authors [19], [20], [13]. However, most studies adopt two main areas of classification [21], [22]. These are Beliefs about computers and technology Lack of training Beliefs about classroom practices and routines Inadequate technical and administrative support Unwillingness to embrace change Table 1.…”

Section: Teachers and Technology Adoption In The Classroommentioning

confidence: 99%

Barriers and Identified Solutions to the Integration of Digital Technologies in the Classroom: A Case Study of Teachers in Nigeria

Dele-Ajayi

Ayodele²,

Oluwafemi³

et al. 2019

2019 IEEE Global Engineering Education Conference (EDUCON)

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This paper presents the results of a study on the adoption and integration of Information and Communication Technology (ICT) in the classroom in Nigeria from the teachers' perspective. Although the Internet and digital devices are becoming increasingly accessible by many more people in Nigeria, the literature shows that their adoption and integration in the classroom is still low. This research adopts the case study method to examine the barriers as well as the solutions from the perspective of the teachers. Twenty science teachers from different schools in Ekiti State, Nigeria participated in this study. A combination of focus groups and questionnaires was used to collect data. The results show that the main barriers against the adoption and integration of ICT in the classroom include a lack of adequate and well-trained personnel, poor internet service, as well as high cost of access. The identified solutions include changes to the curriculum to support digital literacy, funding and material support from both regional and national government, and digital literacy training for the teachers. These findings provide practical insights for school leaders and policy makers on strategies and recommendations to improve the adoption and integration of ICT in schools in Nigeria.

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

Cited by 76 publications

References 23 publications

Early Childhood Educators’ Attitudes to Internet Self-Efficacy and Internet-Related Instructional Applications: The Mediating Effects of Internet Enjoyment and Professional Support

Early Childhood Educators’ Attitudes to Internet Self-Efficacy and Internet-Related Instructional Applications: The Mediating Effects of Internet Enjoyment and Professional Support

Technology Problems and Student Achievement Gaps: A Validation and Extension of the Technology Maintenance Construct

Barriers and Identified Solutions to the Integration of Digital Technologies in the Classroom: A Case Study of Teachers in Nigeria

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