Second-order technology barriers may be most influential on technology-based intervention implementation, and the quantity of barriers reported was associated with the percentage of students meeting target durations of use¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Second-order technology barriers may be most influential on intervention implementation, consistent with previous research. → Lina Shanley 2017 q2 i? The quantity of barriers reported, regardless of type, was associated with the percentage of students meeting target durations of use in each class. → Lina Shanley 2017

Evidence¶

Lina Shanley 2017¶

Lina Shanley, Mari Strand Cary, Ben Clarke, Meg Guerreiro, Michael Thier. (2017). Instructors’ technology experience and iPad delivered intervention implementation: A mixed methods replication study. Educational Technology Research and Development 65, 815–830. https://www.nwea.org/research/publication/instructors-technology-experience-and-ipad-delivered-intervention-implementation-a-mixed-methods-replication-study/ doi:10.1007/s11423-016-9488-8

q2 · i? · associational · r?

Findings from the two KinderTEK development studies indicate that "second-order technology barriers may be most influential on intervention implementation," and that the sheer quantity of barriers reported, regardless of type, was associated with the percentage of students meeting target durations of use in each class.

"Consistent with previous research, findings also indicate that second-order technology barriers may be most influential on intervention implementation; however, the quantity of barriers reported (regardless of type) was also associated with the percentage of students meeting target durations of use in each class."

Discussion¶

Related Claims¶

• Instructors' pre-intervention iPad experience varied widely and this range corresponded with variable student use of the intervention — related
• Instructors who reported moderate iPad experience and/or no barriers to technology integration demonstrated the least desirable student use patterns — related
• Most Oakland secondary students receiving LLI fell short of the recommended minimum number of sessions — related
• Teachers typically encounter the first three TEFA skill areas in order: technology operation, question design, then discourse orchestration — related
• Technical issues (login scanning, internet connectivity, projector setup, and glitches) frustrated students and created a significant barrier to playlist implementation — related
• Teachers who perceive the challenges and barriers of using AI as high (cost) may be less motivated to use it (theoretical argument). — related
• Secondary schools faced implementation challenges producing variation in LLI duration, intensity, and fidelity — related