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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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slide1
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
agenda
Agenda
  • Theoretical framework
  • Purpose of the study
  • Methods
  • Results
  • Discussion and Implications
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 don’t feel well-prepared to use technology in teaching

Teachers’ preparation and training is a key factor

(NCES, 2000)

Theoretical Framework
theoretical framework1
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)
theoretical framework2
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).
purpose of the study
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?
methodology
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
methodology1
Methodology
  • Case study
  • Participants
    • 3 teachers from the same middle school
results
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
results1
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
results2
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
result
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.
discussion and implications
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
more information
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
contact information
Contact Information
  • Sung Hee Park

park32@purdue.edu

  • Jeff Cramer

jfcramer@tayloru.edu

  • Peg Ertmer

pertmer@purdue.edu