The "third"-order barrier for technology-integration instruction: Implications for teacher education

Authors

  • Chin-Chung Tsai National Taiwan University of Science and Technology
  • Ching Sing Chai Nanyang Technological University

DOI:

https://doi.org/10.14742/ajet.810

Abstract

Technology integration is a major trend in contemporary education practice. When undertaking technology integration in classrooms, a first-order barrier and a second-order barrier, as proposed by Ertmer (1999), can hinder its implementation. The first-order barrier is external, such as lack of adequate access, time, training and institutional support. The second-order barrier includes teachers' personal and fundamental beliefs such as teachers' pedagogical beliefs, technology beliefs, willingness to change. This paper argues that the lack of design thinking by teachers may be the "third"-order barrier for technology integration.

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Author Biographies

Chin-Chung Tsai, National Taiwan University of Science and Technology

Chair Professor, Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology

Ching Sing Chai, Nanyang Technological University

Associate Professor, Learning Sciences & Technologies, National Institute of Education, Nanyang Technological University

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Published

2012-08-15

How to Cite

Tsai, C.-C., & Chai, C. S. (2012). The "third"-order barrier for technology-integration instruction: Implications for teacher education. Australasian Journal of Educational Technology, 28(6). https://doi.org/10.14742/ajet.810

Issue

Vol. 28 No. 6 (2012): Australasian Journal of Educational Technology

Section

Articles

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Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0.

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