Barriers to Systemic, Effective and Sustainable Technology Use in High School Classrooms

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dc.contributor.authorDaniels, Jason
dc.contributor.authorJacobsen, Michele
dc.contributor.authorVarnhagen, Stanley
dc.contributor.authorFriesen, Sharon
dc.date.accessioned2018-12-07T21:18:40Z
dc.date.available2018-12-07T21:18:40Z
dc.date.issued2014
dc.description.abstractThe purpose of the Technology and High School Success (THSS) initiative was to encourage innovative strategies focused on improving provincial high school completion rates, using technology and student-centered learning to engage student interest. The primary purpose of this paper is to report on barriers that impede systemic, effective and sustainable technology integration within schools. Even with teacher and administrative support and commitment for THSS, evaluative research indicated minimal change in system capacity as a result of the initiative. Three primary barriers to program sustainability were: 1) schools and school districts did not leverage the opportunity to revisit their existing vision(s), 2) schools and school districts did not use data to make changes, and 3) limited access to technology. Le but de l’initiative « Technology and High School Success (THSS) » était d'encourager des stratégies novatrices visant à améliorer le taux d’achèvement des études secondaires dans la province de l’Alberta en utilisant la technologie et un apprentissage centré sur l'élève afin de susciter l'intérêt des élèves. L'objectif principal de cet article est de rendre compte des obstacles entravant l'intégration systémique, efficace et durable de la technologie dans les écoles. La recherche évaluative a révélé des changements minimes dans la capacité systémique à la suite de l'initiative, et ce, malgré l’appui et l’engagement des enseignants et des administrateurs envers le THSS. Les trois obstacles principaux à la viabilité du programme sont les suivants: 1) les écoles et les districts scolaires n'ont pas profité de l’occasion pour revoir leur(s) vision(s), 2) les écoles et les districts scolaires n'ont pas utilisé les données pour effectuer des changements, et 3) l'accès limité à la technologie.
dc.identifier.citationDaniels, J., Jacobsen, M., Varnhagen, S., & Friesen, S. (2014). Barriers to Systemic, Effective, and Sustainable Technology Use in High School Classrooms / Obstacles à l’utilisation systémique, efficace et durable de la technologie dans les salles de classe des écoles secondaires. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 39(4). doi:http://dx.doi.org/10.21432/T2SG67
dc.identifier.doihttp://dx.doi.org/10.21432/T2SG67
dc.identifier.issn1499-6685
dc.identifier.urihttp://hdl.handle.net/1880/109273
dc.language.isoenen
dc.language.isoen
dc.publisherThe Canadian Network for Innovation in Education
dc.publisher.facultyWerklund School of Education
dc.publisher.hasversionPublisher’s version
dc.publisher.institutionUniversity of Calgary
dc.publisher.urlhttps://www.cjlt.ca/index.php/cjlt/about/submissions#copyrightNotice
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en
dc.rightsCopyright (c) 2013 Jason Scott Daniels, Michele Jacobsen, Stanley Varnhagen, Sharon Friesen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectTechnology use
dc.subjectbarriers
dc.subject21st Century skills
dc.titleBarriers to Systemic, Effective and Sustainable Technology Use in High School Classrooms
dc.typejournal article
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