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Implementation of a technology-enhanced problem-based learning curriculum: A year-long study of three teachers

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Implementation of a technology-enhanced problem-based learning ... Carrie. Results. 1st Stage : The Summer Institute. Improving technology skills & knowledge ... – PowerPoint PPT presentation

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Title: Implementation of a technology-enhanced problem-based learning curriculum: A year-long study of three teachers


1
Implementation of a technology-enhanced
problem-based learning curriculum A year-long
study of three teachers
  • Association for Educational
  • Communications and Technology
  • (AECT) Conference
  • Chicago, IL
  • October 22, 2004
  • Time 1215-1245
  • Location 4B
  • Sung Hee Park
  • Purdue University
  • Jeff Cramer
  • Taylor University
  • Peg Ertmer
  • Purdue University

2
Agenda
  • Theoretical framework
  • Purpose of the study
  • Methods
  • Results
  • Discussion and Implications

3
Theoretical Framework
  • Technology in K-12 classroom
  • 99 of public school teachers have computers in
    their schools
  • Internet connectivity has increased
  • 65 (1996) 95 (1999)
  • 2/3 of teachers dont feel well-prepared to use
    technology in teaching
  • Teachers preparation and training is a key
    factor
  • (NCES, 2000)

4
Theoretical Framework
  • Barriers to staff development
  • Opportunities to practice
  • Access to resources and expertise
  • Support from the community
  • Having on-site assistance and support (Lewis,
    1998)
  • Importance of having instruction related to both
    technology skills and integration ideas instead
    of having just one (Trotter, 1999)

5
Theoretical Framework
  • Problem-Based Learning (PBL) approach
  • An effective way to integrate technology
  • Experiential learning, organized around the
    investigation and resolution of messy, real-world
    problems (Sage, 2000)
  • Teacher technology development can use the same
    problem-centered method that is suggested for
    students in problem-based learning (Hill, 1999)
  • Technology is a critical tool
  • information searching
  • modeling task or content
  • decision making, and presenting solutions during
    PBL activities
  • Technology integration with PBL can be a
    meaningful learning experience for both teachers
    and students (Jonassen, Howland, Moore, Marra,
    2003).

6
Purpose of the Study
  • What are teachers perceptions of, and
    pedagogical beliefs about, technology-enhanced
    PBL?
  • What kinds of barriers and support do teachers
    encounter while implementing technology-enhanced
    PBL?
  • What kinds of strategies are needed to provide
    effective staff development in using technology-
    enhanced PBL?

7
Methodology
  • July, 2002 June, 2003
  • Quantitative data
  • Preliminary survey data
  • Qualitative data
  • Interview, journal, field notes, classroom
    observations
  • 3-stage data collection
  • 2 week summer institute Survey, interview,
    journal
  • Fall semester, 2002 Interview, field notes,
    observation
  • Spring semester, 2003 Survey, interview, field
    notes

8
Methodology
  • Case study
  • Participants
  • 3 teachers from the same middle school

Name Subject Grade Experience
Carrie Science Social studies 6th 4 years
Jake Social studies 6th 7th 2 years
David Social studies Reading 6th 3 years
9
Results
  • 1st Stage The Summer Institute
  • Improving technology skills knowledge
  • Increasing confidence through hands-on activity
  • Gaining insights
  • the role of the teacher
  • connection with PBL and implementation in the
    classroom
  • Suggestions for Improvement
  • More examples of PBL units that work in the
    classroom

10
Results
  • 2nd Stage (Fall semester)
  • Frequent use of technology
  • Increased comfort with various software
    applications
  • Barriers
  • losing the team preparation time
  • working around standardized tests required by the
    state little time to introduce technology and to
    practice mini-PBL strategies

11
Results
  • 3rd Stage (Spring semester)
  • Implementing PBL unit
  • 6th grade
  • Topic history of their community
  • Survey data
  • technology expertise 0.4 increase
  • their beliefs about student centered learning
    0.3 increase
  • Qualitative data
  • teachers technology comfort level increased
  • teachers role as a facilitator and students
    role as a researcher and instructor to other
    students
  • time and resource barriers

12
Result
  • Change in teachers pedagogical beliefs
  • More comfort in using technology
  • Realization that students were more engaged in
    learning
  • Ideal staff development for tech integration
  • Beginner other teachers with different levels of
    technology and PBL experience
  • Intermediate
  • some practical guidelines that could refresh
    their knowledge, new technology skills,
  • more hands-on activities with their own units to
    modify
  • feedback from other teachers outside of their own
    groups.

13
Discussion and Implications
  • 1st stage
  • Feel comfortable with technology
  • Feel overwhelmed and isolated
  • 2nd stage
  • Team preparation time
  • Administrative support to impact implementation
    of new teaching method
  • 3rd stage
  • Shift in pedagogical beliefs in using technology
    enhanced PBL
  • Adopt mini-PBL activities before PBL unit
  • Collaboration among teachers

14
Questions?
15
More information
  • Tech-Know-Build Project website
  • http//research.soe.purdue.edu/challenge/
  • Related presentation
  • A Symposium of PBL-Using TeachersTeacher
    Experiences and Student Impact
  • 115 200
  • Conference 4-M - 4th Floor

16
Contact Information
  • Sung Hee Park
  • park32_at_purdue.edu
  • Jeff Cramer
  • jfcramer_at_tayloru.edu
  • Peg Ertmer
  • pertmer_at_purdue.edu
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