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Using a nationally representative sample of public elementary and secondary schools from the FRSS–educational technology system, the research applies multiple-group path modeling. Findings show additive barrier effects in advantaged schools, but multiplicative effects in disadvantaged schools. The study argues that removing second-order barriers helps only when first-order constraints are addressed, and proposes a contextualized model to reflect context-specific relationships. 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It analyzes how each relates to ICT integration in schools.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do the barrier effects differ between advantaged and disadvantaged schools?",{"text":117,"@type":113},"In advantaged schools, first-order and second-order barriers show additive effects on ICT integration. In disadvantaged schools, the effects are multiplicative.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the study suggest about addressing barriers to improve ICT integration?",{"text":121,"@type":113},"In advantaged schools, removing second-order barriers can offset constraints from first-order barriers. In disadvantaged schools, second-order barriers are unlikely to be effective to remove unless first-order barriers are addressed first.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600249,1792208848,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","OPEN ACCESS  \nResearch Article  \nContemporary Educational Technology, 2023, 15(2), ep422 ISSN: 1309-517X (Online)  \nThe role of school socioeconomic status in school-wide technology integration in the U.S.  \nShonn Cheng 1*  \n 0000-0003-2993-2031  \nMary Parker 2  \n 0009-0000-0407-8874  \n1 Graduate Institute of Technological & Vocational Education, National Taipei University of Technology, Taipei City, TAIWAN  \n2 Department of Library Science and Technology, Sam Houston State University, Huntsville, TX, USA  \n* Corresponding author: [scheng@ntut.edu.tw](scheng@ntut.edu.tw)  \nCitation: Cheng, S., & Parker, M. (2023) . The role of school socioeconomic status in school-wide technology integration in  \nthe U.S.. Contemporary Educational Technology, 15(2), ep422. [https://doi.org/10.30935/cedtech/13059](https://doi.org/10.30935/cedtech/13059)  \nARTICLE INFO ABSTRACT  \n\n| Received: 30 May 2022\u003Cbr>Accepted: 05 Mar 2023 | This study aimed to examine the relations between first-order and second-order barriers and ICT (information and communications technology) integration across schools with different SES (socioeconomic status) levels in the US. This study was based on a nationally representative sample of public elementary and secondary schools included in the fast response survey system (FRSS)–educational technology in the US public schools. Multiple-group path modeling was employed as the main analytic method. The results showed that in advantaged schools, firstorder and second-order barriers demonstrated additive effects on ICT integration. However, in disadvantaged schools, first-order and second-order barriers showed multiplicative effects on ICT integration. This study suggests that in advantaged schools, eradicating second-order barriers can compensate for the constraints on ICT integration imposed by first-order barriers. However, in disadvantaged schools, removing second-order barriers will not be effective if firstorder barriers are not addressed first. This study contributes to the literature by highlighting the role of school SES in planning school-wide ICT integration. Also, a contextualized model is proposed to capture the differential relations between barriers and ICT integration in specific school contexts.\u003Cbr>Keywords: technology integration, first-order barriers, second-order barriers, school SES, equity |\n| --- | --- |\n| INTRODUCTION |  |\n\nInformation and communication technology (ICT) has increasingly become an integral part of classrooms. The federal government of the US, which has invested huge amounts of resources in technology infrastructure and teacher preparation, is behind the efforts to create a ubiquitous and connected learning experience (Bearden, 2017) . With infrastructure in place, teachers should feel motivated to use ICT more often in classrooms. However, it has been found that suffusing schools with technology does not automatically translate into the active use of ICT in classrooms (Baker & Gowda, 2018) . Teachers’ ICT integration is an extremely complex process and is not hampered simply by a lack of infrastructure. The complexities associated with ICT integration call for theoretical frameworks that can shed light on the causes of the underuse of technology at schools.  \nTechnology integration barriers represent one of the earliest conceptual frameworks that attempt to explain the reasons for the underuse of ICT at schools (Vongkulluksn et al., 2018) . It has been suggested that ICT implementation is limited by two major factors: first-order (environmental determinants) and secondorder (personal determinants) barriers (Bowman et al., 2020). Several studies have been conducted to identify the significant dimensions of the first-order and second-order barriers and to clarify the relations between these dimensions and ICT integration within the barrier-to-technology integration model (Dinc, 2019; Scott,  \n2020) . These studies provided empirical evidence to support the theoretical underpinnings of th","cbCaid7Hak8vcR6R","https://ap.wps.com/l/cbCaid7Hak8vcR6R","pdf",492900,16,"English","# Introduction\n## Barriers to ICT integration and theoretical background\n## Prior research limitations across school contexts\n## Study gap and research goals","[{\"question\":\"What barriers does the study focus on in relation to ICT integration?\",\"answer\":\"The study distinguishes first-order (environmental determinants) and second-order (personal determinants) barriers. It analyzes how each relates to ICT integration in schools.\"},{\"question\":\"How do the barrier effects differ between advantaged and disadvantaged schools?\",\"answer\":\"In advantaged schools, first-order and second-order barriers show additive effects on ICT integration. In disadvantaged schools, the effects are multiplicative.\"},{\"question\":\"What does the study suggest about addressing barriers to improve ICT integration?\",\"answer\":\"In advantaged schools, removing second-order barriers can offset constraints from first-order barriers. In disadvantaged schools, second-order barriers are unlikely to be effective to remove unless first-order barriers are addressed first.\"}]","The role of school socioeconomic status in school-wide technology integration in the U.S. | PDF",1792090327]