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

Nathan F. Alleman, L. Neal Holly, Carla A. Costello

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.  


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ISSN: 21586195

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Creative Commons Licensed This work is licensed under a Creative Commons Attribution 3.0 Unported License.