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

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 address first and second-order barriers to faculty technology integration and pedagogical innovation.  Barriers were addressed 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 post-move faculty and administrator interviews highlight intended and unintended strategic, symbolic, and functional outcomes.