Home PublicationsJRTEPast IssuesVolume 32 Number 1

Edited by Diane McGrath, Kansas State University

Peggy A. Ertmer and Paul Addison
Purdue University

Molly Lane
Bank One

Eva Ross and Denise Woods
Purdue University

Abstract

Although teachers today recognize the importance of integrating technology into their curricula, successful implementation often is hampered by both external (first-order) and internal (second-order) barriers. This study was designed to examine the relationship between first- and second-order barriers to technology implementation by observing and interviewing several teachers within a single school who had achieved varying levels of integration. Although first-order barriers constrained all teachers’ efforts in this school, teachers responded differently to these constraints based at least in part on their beliefs about what constitutes effective classroom practice. Strategies for technology staff development are discussed.

Contributors

Peg Ertmer is an assistant professor of educational technology at Purdue University. She received her bachelor’s and master’s degrees in elementary and special education, respectively, and her doctorate in instructional research and development. Dr. Ertmer’s experience with technology focuses on examining the theory and strategies that support meaningful classroom use. Paul Adddison is the K–12 Outreach Coordinator for the Department of Computer Sciences at Purdue University. Paul’s experience includes programming, training, consulting, and teaching. He holds a master’s degree in educational computing and will complete an educational specialist degree from Purdue in educational technology in 1999. Molly Lane has a master’s degree in educational technology from Purdue University and currently is employed as an instructional designer by Bank One in Indianapolis. Her interests include strategies for adoption and implementation of technology innovations. Eva Ross is a doctoral student in educational technology at Purdue University. She has experience in database development in a corporate setting. Her research interests focus on motivational factors that support technology integration in the classroom and the workplace. Denise Woods is an assistant professor in the School of Technology at Purdue University. She has experience in both the elementary classroom and the corporate boardroom. Her current research interests focus on the role of technology coordinators in the integration process. (Address: Dr. Peggy Ertmer, Purdue University, 1442 LAEB, West Lafayette, IN 47907-1442; pertmer@purdue.edu.)

Web Link

Moersch, C. (1995). Levels of technology implementation: A framework for measuring classroom technology use.  Learning & Leading with Technology, 23(3), 40–41. Available: www.iste.org/L&L.

Note. This Web link was valid when this issue of JRCE  went to press. However, the Web is very volatile. Please let us know if you find a broken link, and we’ll do our best to update it.

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