Implementation of a technology-enhanced problem-based learning curriculum: Supporting teachers’ efforts

1. American Educational Research Association (AERA) Montréal, Canada April 13, Wed. 2005 12:25-1:55 Fairmont The Queen Elizabeth Sung Hee Park Purdue University Jeff Cramer Taylor University Peg Ertmer Purdue University Implementation of a technology-enhanced problem-based learning curriculum:Supporting teachers’ efforts

2. Agenda • Background • 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) Background

4. Background • 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 one alone (Trotter, 1999)

5. Background • 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 • 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 • Interview 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. Results • Change in teachers’ pedagogical beliefs • More comfort in using technology • Realization that students were more engaged in learning • Perceived 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 (1) • 1ststage • Feel “comfortable” with technology • Feel overwhelmed and isolated • 2ndstage • Team preparation time • Administrative support to impact implementation of new teaching method • 3rdstage • Shift in pedagogical beliefs in using technology enhanced PBL • Adopt mini-PBL activities before PBL unit • Collaboration among teachers

14. Discussion and Implications (2) • Effective development • Practice both technology skills and PBL strategies • Provide time for developing their own units • Provide opportunities for teachers to collaborate with • Experts • Graduate course • Professional development • Other teachers • Peer coaching/peer collaboration • Continuous administrative support • Providing team preparation time • Encouraging teachers to develop a joint unit (collaboration) • Creating school culture that values the sharing of teachers’ experience

15. Questions?

16. More information • Tech-Know-Build Project website http://research.education.purdue.edu/challenge • Contact information • Sung Hee Park: park32@purdue.edu • Jeff Cramer jfcramer@tayloru.edu • Peg Ertmer pertmer@purdue.edu