Problem Based Learning and Teacher Technology Training

Transcript 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)

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“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

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Research Problem:

Teachers are not effectively using technology in the classroom.

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Research Questions:

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What impact will instruction in website creation have upon teacher utilization of technology in the classroom?

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What is the effect of instruction in website creation using a PBL training strategy?

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How does the use of Dreamweaver software effect teacher utilization of technology in the classroom?

Our Study

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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