Transcript Implementation of a technology-enhanced problem

Implementation of a technology-enhanced
problem-based learning curriculum:
Supporting teachers’ efforts
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
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Agenda
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Background
Purpose of the study
Methods
Results
Discussion and Implications
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Background
• 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)
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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)
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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 problemcentered 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).
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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?
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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
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Methodology
• Case study
• Participants
– 3 teachers from the same middle school
Name
Subject
Grade
Experience
Carrie Science & Social studies
6th
4 years
Jake
Social studies
6th & 7th
2 years
David
Social studies & Reading
6th
3 years
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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
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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
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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
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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.
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Discussion and Implications (1)
•
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
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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
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Questions?
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More information
• Tech-Know-Build Project website
http://research.education.purdue.edu/challenge
• Contact information
• Sung Hee Park:
[email protected]
• Jeff Cramer
[email protected]
• Peg Ertmer
[email protected]
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