Addressing first- and second-order barriers to change: Strategies for technology integration

• Baker, E.L., Herman, J.L., & Gearhart, M. (1996). Does technology work in schools? Why evaluation cannot tell the full story. In C. Fisher, D.C. Dwyer, & K. Yocam (Eds.),Education and technology: Reflections on computing in classrooms (pp. 185–202). San Francisco: Jossey Bass.

  Google Scholar 

• Barone, C. (1996). Full speed aheadwith caution.Educom Review, 31(3). Retrieved December 8, 1998 from the World Wide Web: http://www.educause.edu/pub/er/review/reviewarticles/31324.html

• Becker, H.J. (1993). How exemplary computer-using teachers differ from other teachers: Implications for realizing the potential of computers in schools.Journal of Research on Computing in Education, 26, 291–321.

  Google Scholar 

• Beichner, R.J. (1993). Technology competencies for new teachers: Issues and suggestions.Journal of Computing in Teacher Education, 9(3), 17–20.

  Google Scholar 

• Brickner, D. (1995).The effects of first and second order barriers to change on the degree and nature of computer usage of secondary mathematics teachers: A case study. Unpublished doctoral dissertation, Purdue University, West Lafayette, IN.

• Browne, D.L., & Ritchie, D.C. (1991). Cognitive apprenticeship: A model of staff development for implementing technology in schools.Contemporary Education, 63(1), 28–34.

  Google Scholar 

• Coburn, J. (1998). Kids in charge.Technology and Learning, 19(1), 24–36.

  Google Scholar 

• Cuban, L. (1986).Teachers and machines: The classroom use of technology since 1920. New York: Teachers College Press.

  Google Scholar 

• Cuban, L. (1993). Computers meet classroom: Classroom wins.Teachers College Record, 95, 185–210.

  Google Scholar 

• David, J.L. (1996). Developing and spreading accomplished teaching: Policy lessons from a unique partnership. In C. Fisher, D.C. Dwyer, & K. Yocam (Eds.),Education and technology: Reflections on computing in classrooms (pp. 237–250). San Francisco: Jossey Bass.

  Google Scholar 

• Dede, C. (Ed.) (1998).Learning with technology: The 1998 ASCD Yearbook. Alexandria, VA: Association for Supervision and Curriculum Development.

  Google Scholar 

• Dexter, S.L., Anderson, R.E., & Becker, H.J. (1999). Teachers' views of computers as catalysts for changes in their teaching practice.Journal of Research on Computing in Education, 31, 221–238.

  Google Scholar 

• Dwyer, D.C. (1996). The imperative to change our schools. In C. Fisher, D.C. Dwyer, & K. Yocam (Eds.),Education and technology: Reflections on computing in classrooms (pp. 15–33). San Francisco: Jossey Bass.

  Google Scholar 

• Education Development Center (1996). National study tour of district technology integration summary report (CCT Reports, No. 14). New York: Center for Children and Technology.

  Google Scholar 

• Ertmer, P.A. (in progress).Helping Teachers Envision and Achieve Technology Integration through the Use of Exemplary Peer Models. Research and Development Project funded by the Multimedia Instructional Development Center, Purdue University, West Lafayette, IN.

• Ertmer, P.A., Addison, P., Lane, M., Ross, E., & Woods, D. (1999). Examining teachers' beliefs about the role of technology in the elementary classroom.Journal of Research on Computing in Education, 32(1), 54–72.

  Google Scholar 

• Ertmer, P.A., & Hruskocy, C. (1999) Impacts of a university-elementary school partnership designed to support technology integration.Educational Technology Research and Development, 47(1), 81–96.

  Google Scholar 

• Evans-Andris, M. (1995). An examination of computing styles among teachers in elementary schools.Educational Technology Research and Development, 43(2), 15–31.

  Google Scholar 

• Fisher, C., Dwyer, D.C., & Yocam, K. (Eds.). (1996).Education and technology: Reflections on computing in classrooms. San Francisco, Jossey-Bass.

  Google Scholar 

• Fisher, C., Wilmore, F., & Howell, R. (1994). Classroom technology and the new pedagogy.Journal of Computing in Childhood Education 5, 119–129.

  Google Scholar 

• Fullan, M. (1992).Successful school improvement. Bristol, PA: Open University Press.

  Google Scholar 

• Fullan, M. (1993).Changing forces: Probing the depths of educational reform. London: Falmer Press.

  Google Scholar 

• Fullan, M., & Stiegelbauer, S.M. (1991).The new meaning of educational change. New York: Teachers College Press.

  Google Scholar 

• Gibbons, M., & Norman, P. (1987). An integrated model for sustained staff development. In M.F. Wideen & I. Andrews (Eds.),Staff development for school improvement: A focus on the teacher (pp. 103–110). London: Falmer Press.

  Google Scholar 

• Gilmore, A.M. (1995). Turning teachers on to computers: Evaluation of a teacher development program.Journal of Research on Computing in Education, 27, 251–269.

  Google Scholar 

• Griest, G. (1996). Computer education as an obstacle to integration and internetworking.Learning and Leading with Technology, 23(7), 31–34.

  Google Scholar 

• Hadley, M., & Sheingold, K. (1993). Commonalties and distinctive patterns in teachers' integration of computers.American Journal of Education, 101, 261–315.

  Article  Google Scholar 

• Hannafin, R.D., & Savenye, W.C. (1993). Technology in the classroom: The teachers new role and resistance to it.Educational Technology, 33(6), 26–31.

  Google Scholar 

• Hativa, N., & Lesgold, A. (1996). Situational effects in classroom technology implementations: Unfulfilled expectations and unexpected outcomes. In S.T. Kerr (Ed.),Technology and the future of schooling: Ninety-fifth Yearbook of the National Society for the Study of Education, part 2 (pp. 131–171). Chicago: University of Chicago Press.

  Google Scholar 

• Holloway, R.E. (1998). Diffusion and adoption of educational technology: A critique of research design. In D.J. Jonassen (Ed.),Handbook of research in educational technology (pp. 1107–1133). City, State: Macmillan.

  Google Scholar 

• Hooper, S., & Rieber, L. (1995). Teaching with technology. In A.C. Ornstein (Ed.),Theory into practice (pp. 155–170). Boston: Allyn and Bacon.

  Google Scholar 

• Kerr, S.T. (1996). Visions of sugarplums: The future of technology, education, and the schools. In S.T. Kerr (Ed.),Technology and the future of schooling: Ninety-fifth yearbook of the National Society for the Study of Education, (part 2), pp. 1–27. Chicago: University of Chicago Press.

  Google Scholar 

• LaBoskey, V.K. (1994).Development of reflective practice: A study of preservice teachers. New York: Teachers College Press.

  Google Scholar 

• Marcinkiewicz, H.R. (1993). Computers and teachers: Factors influencing computer use in the classroom.Journal of Research in Computing in Education, 26, 220–237.

  Google Scholar 

• Means, B., & Olson, K. (1997).Technology and education reform: Studies of education reform. Washington, DC: U.S. Government Printing Office.

  Google Scholar 

• Miller, L., & Olson, J. (1994). Putting the computer in its place: A study of teaching with technology.Journal of Curriculum Studies, 26, 121–141.

  Google Scholar 

• Moersch, C. (1995). Levels of technology implementation (LoTi): A framework for measuring classroom technology use. Learning and Leading with Technology, 23(3), 40–41.

  Google Scholar 

• Morrison, G.R., Lowther, D.L., & DeMeulle, L. (1999). Integrating computer technology into the classroom. Upper Saddle River, NJ: Merrill/Prentice Hall.

  Google Scholar 

• National Council for Accreditation of Teacher Education (1997). Technology and the new professional teacher: Preparing for the 21st century (On-line). Available: http://www.ncate.org (February 4, 1998).

• Norton, P., & Wiburg, K.M. (1998).Teaching with technology. Orlando: Harcourt Brace.

  Google Scholar 

• Office of Educational Research and Improvement (1993).Using technology to support education reform. Washington, DC: U.S. Government Printing Office.

  Google Scholar 

• Office of Technology Assessment (1995).Teachers and technology: Making the connection. Washington, DC: U.S. Government Printing Office.

  Google Scholar 

• Parks, A., & Pisapia, J. (1994). Developing exemplary technology-using teachers: Research Brief #8. Metropolitan Educational Research Consortium, Richmond, VA. ERIC Reproduction Document No: 411 360.

• Persky, S.E. (1990). What contributes to teacher development in technology?Educational Technology, 30(4), 34–38.

  Google Scholar 

• President's Panel on Educational Technology. (1997).Report to the President on the use of technology to strengthen K-12 education in the United States. Washington DC. U.S. Government Printing Office.

• Riedl, J. (1995).The integrated technology classroom: Building self-reliant learners. Boston: Allyn and Bacon.

  Google Scholar 

• Ritchie, D., & Wiburg, K. (1994). Educational variables influencing technology integration.Journal of Technology and Teacher Education, 2(2), 143–153.

  Google Scholar 

• Roblyer, M.D. (1993). Why use technology in teaching? Making a case beyond research results.Florida Technology in Education Quarterly, 5(4), 7–13.

  Google Scholar 

• Ryba, K., & Anderson, B. (1993).Learning with computers: Effective teaching strategies. Eugene, OR: International Society for Technology in Education.

  Google Scholar 

• Salomon, G., & Perkins, D. (1996). Learning in Wonderland: What do computers really offer education? In S.T. Kerr (Ed.),Technology and the future of schooling: Ninety-fifth yearbook of the National Society for the Study of Education, part 2 (pp. 111–130). Chicago: University of Chicago Press.

  Google Scholar 

• Sandholtz, J.H., Ringstaff, C., & Dwyer, D.C. (1990). Teaching in high tech environments: Classroom management revisited, first-fourth year findings. Apple Classrooms of Tomorrow Research Report Number 10. (On-line). Available: http://www.research.apple.com/Research/proj/acot/full/acotRpt10full.html

• Sandholtz, J.H., Ringstaff, C., & Dwyer, D.C. (1997).Teaching with technology: Creating student-centered classrooms. New York: Teachers College Press.

  Google Scholar 

• Sarason, S.B. (1996). Revisiting “The culture of the school and the problem of change.” New York: Teachers College Press.

  Google Scholar 

• Sheingold, K. (1991). Restructuring for learning with technology: The potential for synergy. Phi Delta Kappan, 73(1), 17–27.

  Google Scholar 

• Thornburg, D.D. (1997). 2020 visions for the future of education. Retrieved October 21, 1998 from the World Wide Web: http://www.tcpd.org/handouts/thornburg/2020visions.html

• Tobin, K., & Dawson, G. (1992). Constraints to curriculum reform: Teachers and the myths of schooling. Educational Technology Research and Development, 40(1), 81–92.

  Article  Google Scholar 

• U.S. Department of Education, Office of Educational Technology. (1998). The President's technology initiative. Retrieved October 20, 1998 from the World Wide Web: http://www.whitehouse.gov/WH/EOP/edtech/html/edtech_f.html

• Van Haneghan, J.P., & Stofflett, R.T. (1995). Implementing problem solving technology into classrooms: Four case studies of teachers.Journal of Technology and Teacher Education, 3(1), 57–80.

  Google Scholar 

• Wetzel, K. (1993). Models for achieving computer competencies in preservice education.Journal of Computing in Teacher Education, 9(4), 4–6.

  Google Scholar 

• Willis, J. (1992). Technology diffusion in the “soft disciplines”: Using social technology to support information technology.Computer in the Schools, 9(1), 81–105.

  Google Scholar 

Download references