The effects of first and second-order barriers to change on the degree and nature of computer usage of mathematics teachers: A case study

Dianna Lynn Brickner, Purdue University

Abstract

Grounded in developmental change theory, the purpose of this study was to determine the relationship of the barriers to change to the degree and nature of computer usage by mathematics teachers. This research studied the effects of first and second order barriers to change on a teacher's computer use as an instructional tool by providing a series of six technology implementation workshops with two days of follow-up support between each workshop. First and second order barriers to change focus on change at the personal level for teachers, and, specifically, address the obstacles encountered when implementing change. First and second order barriers to change are defined as the extrinsic and intrinsic factors which affect a teacher's innovation implementation efforts. This study consisted of case studies of schools in three selected Indiana rural school districts, a survey of computer anxiety and efficacy of the mathematics teachers in each district, and an analysis of the series of six workshops designed to assist teachers in implementing technology into their classroom instruction in an effective manner. The impact of this technology implementation training on teachers' computer usage and attitudes toward computers were assessed. Teachers were given a Computer Survey as a pre- and post-workshop measure of the value of computers, computer anxiety, technological self-efficacy, innovativeness, and degree of instructional and overall computer use. On-site visits were provided to assist teachers with the computer implementation process by providing assistance in the classroom, demonstrating computer use when necessary, and provide suggestions for successful implementation strategies. Teachers experienced a variety of barriers to computer implementation in their instruction. Specific instances or factors defined as first and second order barriers to change were explored. These barriers were subsequently defined as first and second order barriers to computer implementation. The greatest first order barrier identified by teachers was lack of access to computers. The greatest second order barrier identified by teachers was the lack of an instructional model for teachers to use as they use computers in their instruction.

Degree

Ph.D.

Advisors

Russell, Purdue University.

Subject Area

Educational software|Mathematics education

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