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Problem Based Learning and Teacher Technology Training. BONNIE DRUMWRIGHT. Problem Based Learning and Teacher Technology Training. KATHRYN ODELL. Problem Based Learning and Teacher Technology Training. JAN VALINE. The Problem:.
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Problem Based Learningand Teacher Technology Training BONNIE DRUMWRIGHT
Problem Based Learningand Teacher Technology Training KATHRYN ODELL
Problem Based Learningand Teacher Technology Training JAN VALINE
The Problem: Teachers are not effectively using the computer for web-based activities in the classroom.
Many teachers don’t know how to: • Create activities for their students involving the Internet • Use WebQuests • Use software to create web pages • Create technology projects • with educational objectives
Causes of the Problem:(Shelton, 1996) • Perceived inadequacies in training • Lack of time for preparation • Limited access to computer hardware/software • Lack of support
Additional Cause: • Resistance to change • According to Becker, (1999) teachers need to be convinced of the value of engaging students in PBL.
The Answer:Technology Training for Teachers • The Four T’s(Shelton & Jones, 1996) • Time • Training • Technology (hardware & software) • Teacher-type tasks
The Answer (Part 2) • Problem Based Learning • The strategy explained: • “Problem-Based Learning (PBL) is an instructional strategy that promotes active learning.” (Samford University, 2000) • “PBL is any learning environment in which the problem drives the learning. That is, before students learn some knowledge they are given a problem. The problem is posed so that the students discover that they need to learn some new knowledge before they can solve the problem.” (Woods, 1996)
Characteristics of PBL • Learning is student centered. • Learning occurs in small groups. • Teachers are facilitators or guides. • Problems form the organizing focus and stimulus for learning. • Problems are a vehicle for the development of clinical problem-solving skills. • New information is acquired through self-directed learning.
Process of PBL Confront a problem. Organize what Is known and identify the nature of the problem. Pose questions. Solve the problem. Gather information. Design a plan: That solves the problem That identifies needed resources.
Outcomes of PBL • Ability to find and use appropriate resources • Problem-solving skills • Self-directed learning skills • Critical thinking • Facility with computer • Ability to work on a team • Communication skills
Problem-Based Learning causes a shift in roles (imsa.edu, 2001)
At PBL’s organizing center isThe Ill-Structured Problem • Complex in nature • Requires inquiry, information-gathering, and reflection • Is changing and tentative • Has no simple, fixed, “right” solution
Our Study • Research Problem:Teachers are not effectively using technology in the classroom. • Research Questions: • What impact will instruction in website creation have upon teacher utilization of technology in the classroom? • What is the effect of instruction in website creation using a PBL training strategy? • How does the use of Dreamweaver software effect teacher utilization of technology in the classroom?
Our Study • Purpose of the study:To explore whether providing teachers with a simple format of training to create a class website will impact upon their utilization of technology in the classroom.
Procedure • General population: Classroom teachers employed by SCOE, Grades K-8 • Sample: Volunteer teachers employed by SCOE, Grades K-8 • Survey: Administer pre- and post-surveys to the subjects.
The Survey • A Likert scale questionnaire • Assesses teacher attitudes towards technology • Assesses teacher confidence in technology in general, and web design, specifically
The Treatment • Three 3 hour sessions on web page design • Teaching strategies: • Problem Based Learning • Mini-lectures • Demonstrations, modeling • Online tutorials
The Treatment (continued) • The simulation: • A letter from the Technology Director • Participants in grade-level groups • The assignment: to create a web page template to be used by classroom teachers at a specific grade level.
Findings • Participants will demonstrate improvement in computer skills and confidence after the treatment. • After a follow-up period, there will be an increase in the use of the computer for web-based activities.
Links • Problem-based learning • http://www.samford.edu/pbl.what.html • http://www.imsa.edu/team/cpbl/whatis.html • http://www.cotf.edu.ete.teacher.tprob/teacherout.html • http://www.cusd.chico.k12.ca.us/~pmilbury/collab.html • http://www/rims.k12.ca.us/score/ • http://www.edserv.sjcoe.k12.ca.us/score/index.html • http://www.ctap2.bcoe.butte.k12.ca.us/score/index.html • http://www.bham.wednet.edu/quest.htm
More Links • Dreamweaver tutorial and templates • http://www.taskstream.com/Main/login/default.asp • Http://www.trainingcafe.com/members/coursesite • WebQuest Page http://edweb.sdsu.edu/webquest/webquest.html
Suggestions for future research: • What would be the effect of using the PBL strategy along with the spreadsheet or database tool in teacher technology training? • Would there be a difference in effectiveness when comparing elementary-school vs. high school teachers using the approach in this study?
Problem Based Learning Let’s try it!