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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: 12:15-12:45 Location: 4B. Sung Hee Park Purdue University Jeff Cramer Taylor University Peg Ertmer Purdue University.

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

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  1. Association for Educational Communications and Technology (AECT) Conference Chicago, IL October 22, 2004 Time: 12:15-12:45 Location: 4B Sung Hee Park Purdue University Jeff Cramer Taylor University Peg Ertmer Purdue University Implementation of a technology-enhanced problem-based learning curriculum: A year-long study of three teachers

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

  3. 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 don’t feel well-prepared to use technology in teaching Teachers’ preparation and training is a key factor (NCES, 2000) Theoretical Framework

  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

  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 Teachers:Teacher Experiences and Student Impact • 1:15 ~ 2:00 • Conference 4-M - 4th Floor

  16. Contact Information • Sung Hee Park park32@purdue.edu • Jeff Cramer jfcramer@tayloru.edu • Peg Ertmer pertmer@purdue.edu

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