Problem Based Learningand Teacher Technology Training

Problem Based Learningand Teacher Technology Training

Problem Based Learningand 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 PBLConfront

a problem.

Organize what Is known and identify

the nature of the problem.

Pose questions.

Design a plan:

That solves the problem

That identifies needed resources.

Gather information.

Solve theproblem.

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 challenge

• Active participant

• Engaged

• Constructing

meaning

• Ill-structured

• Appeals to human

desire for

resolution/stasis/

harmony

• Sets up need for and

context of learning

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 Pagehttp://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!