Problem Based Learning and Teacher Technology Training

Report
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.
Process of PBL
Confront
a problem.
Solve the
problem.
Organize what
Is known and identify
the nature of the problem.
Gather
information.
Pose
questions.
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)
T ea cher a s coach
S tu d en t a s act ive
P ro b lem as in iti al
M od els/ coach es/fa d es
p ro b le m so lv er
ch alle n ge and
in :
m otiv ati o n
• A sking abo ut
• A cti v e p art ici p an t
• Ill -st ructu red
th in ki n g
• E n gage d
• A p peal s to h um an
• M on it o ri n g l ear n in g
• C o nstr u ct ing
d es ire f o r
• P rob in g /c h alle n ging
m eani n g
reso lu tio n /sta sis /
stud en ts
h ar m on y
• K eep in g pr o cess
• S ets u p n eed for and
m ov in g
co ntex t of l earni n g
•M on it o ri n g/ad ju sti n g
w hich f o llow s
levels o f ch all eng e
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 webbased 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!

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