Problem Based Learning and Teacher Technology Training

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Transcript Problem Based Learning and Teacher Technology Training

Problem Based Learning and Teacher Technology Training

Problem Based Learning and Teacher Technology Training

Problem Based Learning and Teacher Technology Training

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.

Confront a problem.

Process of PBL

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) Teacher as coach Models/coaches/fades in: Student as active problem solver Problem as initial challenge and motivation • Asking about thinking • Monitoring learning • Probing/challenging students • Keeping process moving •Monitoring/adjusting levels of ch allenge • Active participant • Engaged • Constructing meaning • Ill-structured • Appeals to human desire for resolution/stasis/ harmony • Sets up need for and context of l earning which follows

At PBL’s organizing center is

The 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!