problem based learning and teacher technology training
Post on 19-Dec-2015
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TRANSCRIPT
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!