Leveraging a New Building to Overcome First and Second-Order Barriers to Faculty Technology Integration

Autor/inn/en	Alleman, Nathan F.; Holly, L. Neal; Costello, Carla A.
Titel	Leveraging a New Building to Overcome First and Second-Order Barriers to Faculty Technology Integration
Quelle	In: Journal of Learning Spaces, 2 (2013) 1, (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-6195
Schlagwörter	Schools of Education; School Buildings; Barriers; Technology Integration; Instructional Innovation; Adult Learning; College Faculty; Administrators; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Erziehungswissenschaftliche Fakultät; School building; Schulgebäude; Educational Innovation; Bildungsinnovation; Adulte education; Adult training; Erwachsenenbildung; Fakultät
Abstract	This study uses the context of a School of Education's transition from an old adapted building to a new dedicated structure to explore ways in which that occasion created an opportunity to address first and second-order barriers to faculty technology integration and pedagogical innovation. Barriers were address through the convergence of a purposeful application of an adult learner model to technology support and planning, and the opportunities provided by the move to a new building. Findings from pre and postmove faculty and administrator interviews highlight intended and unintended strategic, symbolic, and functional outcomes, as well as the unique aspects of faculty professional work life that complicate these efforts. (As Provided).
Anmerkungen	University Libraries, University of North Carolina at Greensboro. PO Box 26170, Greensboro, NC 27402. Tel: 336-334-5880; Fax: 336-334-5399; e-mail: erhelp@uncg.edu; Web site: http://libjournal.uncg.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04