摘要：Normal 0 false false false EN-US X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:12.0pt; mso-bidi-font-size:11.0pt; font-family:"Times New Roman","serif";} This study uses the context of a School of Education’s transition from an old adapted building to a new dedicated structure to explore ways in which that occasion created an opportunity address first and second-order barriers to faculty technology integration and pedagogical innovation. Barriers were addressed through the convergence of a purposeful application of an adult learner model to technology support and planning, and the opportunities provided by the move to a new building. Findings from pre- and post-move faculty and administrator interviews highlight intended and unintended strategic, symbolic, and functional outcomes.
