Barriers to successful implementation of technology integration in educational settings: a case study.
Representing issues discussed at the EduSummIT 2011 relative to essential conditions and barriers to successful technology integration, this article presents a systemic analysis of barriers that needed to be overcome for an information technology initiative ( Remote Networked School project) to be s...
| Publicado en: | Journal of Computer Assisted Learning Vol. 29; no. 5; pp. 463 - 474 |
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| Autores principales: | , , |
| Formato: | case study Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2013
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104223673&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104223673 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2013 vid: 29 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104223673 90133318 10.1111/jcal.12034 104223673 ppf: 463 ppct: 11 formats: tig: atl: Barriers to successful implementation of technology integration in educational settings: a case study. aug: au: Laferrière, T. Hamel, C. Searson, M. affil: Département d'études sur l'enseignement et l'apprentissage, Université Laval sug: subj: Schools Information Technology Utilization Program Implementation Theory Rural Areas Quebec Learning Environment Quebec Decision Making Organizational Objectives Collaboration Knowledge ab: Representing issues discussed at the EduSummIT 2011 relative to essential conditions and barriers to successful technology integration, this article presents a systemic analysis of barriers that needed to be overcome for an information technology initiative ( Remote Networked School project) to be successfully implemented. The analysis was conducted from an activity theory framework. Barriers were conceptualized as tensions that pulled constituents of an activity system or activity systems in opposite directions at four distinct levels of contradiction. Chains of tensions-pivotal actions that led to the overcoming of barriers were identified. Twelve exemplars illustrate how roles, policies and routines were transformed for necessary conditions to be in place in small remote schools. As emphasized by our application of activity theory, these conditions, which parallel the essential conditions formulated by the International Society for Technology in Education, can never be taken for granted by the educational agents of a specific setting. In the case presented, activity theory explains that the overcoming of barriers is an ongoing exercise as some tensions get resolved, reappear or give way to new ones. pubtype: Academic Journal doctype: case study Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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