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In-Service Teacher Development for Fostering Problem-Based Integration of Technology. James D. Lehman Peggy A. Ertmer Purdue University Kathleen Keck Kathleen Steele Crawfordsville Community Schools. Background. Increasingly students need to develop problem-solving skills

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in service teacher development for fostering problem based integration of technology

In-Service Teacher Development for Fostering Problem-Based Integration of Technology

James D. Lehman

Peggy A. Ertmer

Purdue University

Kathleen Keck

Kathleen Steele

Crawfordsville Community Schools

background
Background
  • Increasingly students need to develop problem-solving skills
  • Changing expectations require new instructional approaches
  • Student-centered instruction helps meet 21st-century needs
problem project based learning
Problem/Project-Based Learning
  • Emphasizes:
    • Situated learning
    • Authentic use of tools
    • Meaningful problems
characteristics
Characteristics
  • Overarching driving question or problem
  • Student-selected specific questions
  • Student investigations yielding artifacts
  • Collaboration
  • Summary/communication of findings
role of technology
Role of Technology
  • Generally not the focus of direct instruction but an authentic tool for
    • Acquiring relevant information
    • Gathering and manipulating data
    • Producing and presenting a culminating presentation, often in multimedia format
professional development needs
Professional Development Needs
  • School-based
  • Focused on student learning
  • Embedded in teachers’ daily lives
  • Collaborative
  • Coaching and follow-up
tech know build
Tech-Know-Build
  • 5-year Technology Innovation Challenge grant
  • Focused on development and implementation of PBL curriculum
  • Targeted mainly at sixth grade teachers
  • Incorporating portable technologies, electronic mentoring, electronic links among partners
tech know build8
Tech-Know-Build
  • Initial professional development activity was an on-site, semester-long course for 24 teachers
  • Goals were to:
    • Promote understanding of PBL
    • Facilitate development of technology skills
    • Support teachers’ development and use of PBL activities incorporating technology
pbl initiation
PBL Initiation
  • 2-day modeling activity
    • 24 teachers
    • 18 students (grades 6-12)
    • 6 preservice teachers
  • Provided first-hand experience with PBL
    • Understand the process
    • Experience changing roles
    • Use technology as a supporting tool
pbl modeling activity
PBL Modeling Activity
  • Driving question
    • What’s in our water, why is it there, and what does it mean to us?
activities
Activities
  • Mixed teams brainstormed possible investigation topics related to the driving question
activities12
Activities
  • Teams planned and conducted their own investigations
activities13
Activities
  • Technology was used as a supporting tool
presentations
Presentations
  • As a culminating activity, teams produced multimedia presentations of their investigations
    • Example
follow up course
Follow-up Course
  • Extension of on-going professional development involving school and university cooperation
  • Tailor-made to support integration of technology within problem-based context
course activities
Course Activities
  • PBL and other mini-activities
    • Spreadsheet activity about 2000 Olympics
    • Webquest on website evaluation
    • Online discussion board
    • Multimedia project on 20th century history
  • Final teacher-developed PBL unit
outcomes19
Outcomes
  • Responses to open-ended items indicated participants:
    • Liked working with others and learning to use technology
    • Felt they learned content, information about the community, and how to use technology
    • Used words like fun, interesting, exciting, and worthwhile to describe the activity
teachers final pbl units
Teachers’ Final PBL Units
  • Why should we care about deforestation of the rain forest?
  • What makes something strong?
  • What good is math and science?
  • What makes the good life?
  • What is conformity?
  • What would it take to live off planet Earth?

See unit

See unit

conclusions
Conclusions
  • PBL - promising approach to developing students’ problem-solving skills
  • Technology can play a critical role
  • Modeling helps teachers gain confidence and learn new approaches
  • Follow-up support is essential
for more information
For more information
  • lehman@purdue.edu
  • pertmer@purdue.edu
  • http://research.soe.purdue.edu/challenge/