teacher professional development for problem-based integration of technology james d. lehman peggy...

Teacher Professional Development for Problem-Based

Integration of Technology

James D. Lehman Peggy A. ErtmerJames D. Lehman Peggy A. Ertmer

Jingshu Huang Sung-Hee ParkJingshu Huang Sung-Hee ParkPurdue UniversityPurdue UniversityWest Lafayette, INWest Lafayette, IN

Kathleen Keck Kathleen SteeleKathleen Keck Kathleen SteeleCrawfordsville Community SchoolsCrawfordsville Community Schools

Crawfordsville, IN Crawfordsville, IN

Background

3AECT, 2001 - AtlantaTech-Know-Build

Background

Increasingly students need to develop Increasingly students need to develop problem-solving skills problem-solving skills

Changing expectations require new Changing expectations require new instructional approachesinstructional approaches

Student-centered instruction helps meet Student-centered instruction helps meet 21st-century needs21st-century needs


Problem/Project-Based Learning

Situated learning in realistic contextsSituated learning in realistic contexts

Meaningful problems / projectsMeaningful problems / projects

Anchor curriculumAnchor curriculum

Student inquiry and usually product Student inquiry and usually product creationcreation

Authentic use of tools (technology)Authentic use of tools (technology)


Characteristics

Overarching driving question or problemOverarching driving question or problem

Student-selected specific questionsStudent-selected specific questions

Student investigations yielding artifactsStudent investigations yielding artifacts

CollaborationCollaboration

Summary/communication of findingsSummary/communication of findings


Role of Technology

Generally Generally notnot the focus of direct the focus of direct instruction but an authentic tool forinstruction but an authentic tool for

Acquiring relevant informationAcquiring relevant information

Gathering and manipulating dataGathering and manipulating data

Producing and presenting a culminating Producing and presenting a culminating presentation, often in multimedia formatpresentation, often in multimedia format


Professional Development Needs

School-basedSchool-based

Focused on student learningFocused on student learning

Embedded in teachers’ daily livesEmbedded in teachers’ daily lives

CollaborativeCollaborative

Coaching and follow-upCoaching and follow-up

TKB Project


Tech-Know-Build 5-year Technology Innovation Challenge 5-year Technology Innovation Challenge

grant in Indianagrant in Indiana

Focused on development and Focused on development and implementation of PBL curriculumimplementation of PBL curriculum

Targeted mainly at sixth grade teachersTargeted mainly at sixth grade teachers

Incorporating portable technologies, Incorporating portable technologies, electronic mentoring, electronic links electronic mentoring, electronic links among partnersamong partners


Tech-Know-Build

PartnersPartners Crawfordsville Community SchoolsCrawfordsville Community Schools Indianapolis Public SchoolsIndianapolis Public Schools Purdue UniversityPurdue University Indiana University Purdue University at Indiana University Purdue University at

Indianapolis (IUPUI)Indianapolis (IUPUI) Corporate partnersCorporate partners


Teacher Development Goals

Promote teachers’ understanding of PBLPromote teachers’ understanding of PBL

Facilitate technology skills developmentFacilitate technology skills development

Support teachers’ development and use of Support teachers’ development and use of

PBL activities incorporating technologyPBL activities incorporating technology


Development Approach

Initial intensive experience consisting ofInitial intensive experience consisting of PBL modeling activity involving PBL modeling activity involving

teachers and studentsteachers and students Technology skills developmentTechnology skills development Teacher development of PBL Teacher development of PBL

curriculum unitscurriculum units Teacher implementation of PBL units with Teacher implementation of PBL units with

follow-up and supportfollow-up and support


Implementation

2000-01 academic year2000-01 academic year 2-day modeling activity in fall2-day modeling activity in fall Semester-long in-service course in fallSemester-long in-service course in fall PBL units implemented in spring, 2001PBL units implemented in spring, 2001

2001-02 academic year2001-02 academic year 3-day modeling activity as part of 3-day modeling activity as part of 2-week summer institute2-week summer institute PBL units implemented during 2001-02 AYPBL units implemented during 2001-02 AY

PBL Modeling Activity


PBL Modeling Activity

2-3 day activity involving2-3 day activity involving In-service teachersIn-service teachers Grade 6-12 studentsGrade 6-12 students Pre-service teachersPre-service teachers

Provides first-hand experience with PBLProvides first-hand experience with PBL Understand the processUnderstand the process Experience changing rolesExperience changing roles Use technology as a supporting toolUse technology as a supporting tool


2000-01 PBL Modeling Activity

Driving questionDriving question What’s in our water, why is it there, and What’s in our water, why is it there, and

what does it mean to us?what does it mean to us?

Identifying Investigations

Mixed teams brainstormed possible Mixed teams brainstormed possible investigation topics related to the driving investigation topics related to the driving question.question.

Planning

Teams planned and conducted their own Teams planned and conducted their own investigations.investigations.

Using Technology

Technology was used as a supporting tool.Technology was used as a supporting tool.


Presentations

As a culminating activity, teams produced As a culminating activity, teams produced multimedia presentations of their multimedia presentations of their investigations.investigations.

ExampleExample

Outcomes


Reactions (2000-01)

In this activity, I feel like I learned a lot of In this activity, I feel like I learned a lot of science.science.

In this activity, I feel like I learned new In this activity, I feel like I learned new things about using technology.things about using technology.

I would rather work by myself than in I would rather work by myself than in groups.groups.

I did I did notnot like the hands-on activities. like the hands-on activities.

Compared to what we usually do in school, I Compared to what we usually do in school, I liked this activity better.liked this activity better.

I really do I really do notnot like school. like school.

This project is okay, but it does This project is okay, but it does notnot really really relate to me and my life.relate to me and my life.

Because of this project, I am more confident Because of this project, I am more confident in my ability to do investigations.in my ability to do investigations.

StronglyDisagree Disagree Undecided Agree

StronglyAgree

Likert-type Evaluation ItemsLikert-type Evaluation Items

Grade 6-12 Students

Pre-service Teachers

In-service Teachers


Reactions (2000-01)

ExcitingExciting BoringBoring

Too EasyToo Easy ChallengingChallenging

FunFun No FunNo Fun

WasteWaste WorthwhileWorthwhile

WorstWorst BestBest

Semantic Differential Evaluation ItemsSemantic Differential Evaluation Items

Grade 6-12 Students

Pre-service Teachers

In-service Teachers


Reactions (2000-01)

Responses to open-ended items indicated Responses to open-ended items indicated participants:participants: Liked working with others and learning to use Liked working with others and learning to use

technologytechnology Felt they learned content, information about Felt they learned content, information about

the community, and how to use technologythe community, and how to use technology Used words like fun, interesting, exciting, and Used words like fun, interesting, exciting, and

worthwhile to describe the activityworthwhile to describe the activity


Teachers’ PBL Units (2000-01/2001-02)

Why care about rain forest deforestation?Why care about rain forest deforestation? What makes something strong?What makes something strong? What good is math and science?What good is math and science? What makes the good life?What makes the good life? What is conformity?What is conformity? Why should I care about dead stuff?Why should I care about dead stuff? How does population impact the quality How does population impact the quality

of life?of life?

See unit

See unit

See unit

Implementation of Projects


Project Implementation

The first group of teachers implemented The first group of teachers implemented projects with their classes during the projects with their classes during the spring of 2001.spring of 2001.

As a culminating activity, students and As a culminating activity, students and teachers presented project information to teachers presented project information to parents and the public at a Project Fair at parents and the public at a Project Fair at the end of the school year.the end of the school year.

This year’s projects are being This year’s projects are being implemented now.implemented now.


Student Projects (2000-01)

Here, middle school students worked on a Here, middle school students worked on a project related to the rain forest.project related to the rain forest.


Technology Use (2000-01)

Students used various technologies Students used various technologies including computers and video.including computers and video.


Sample Student Products (2000-01)

Research papersResearch papers The Colonization of Mars: Is it Possible?The Colonization of Mars: Is it Possible? The SETI Institute: Is it Worth It?The SETI Institute: Is it Worth It? Pondering the Fourth DimensionPondering the Fourth Dimension

Posters Posters VideoVideo Presentations Presentations

See example

See example

See example

What Have We Learned?


PBL Unit Implementation (2000-01)

65% of teachers implemented their units65% of teachers implemented their units All agreed that the students learned a lotAll agreed that the students learned a lot 86% agreed that students enjoyed the unit 86% agreed that students enjoyed the unit

(based on 7 survey respondents)(based on 7 survey respondents)

86% agreed that they would try it again, 86% agreed that they would try it again, with some modification with some modification (based on 7 survey respondents)(based on 7 survey respondents)


Strengths (2000-01)

Driving question provided a good focus Driving question provided a good focus Students did a good job gathering and Students did a good job gathering and

presenting informationpresenting information Students were interested in the Students were interested in the

investigations they chose to pursueinvestigations they chose to pursue


Challenges (2000-01)

TimeTime Equipment and facilitiesEquipment and facilities Grouping strategiesGrouping strategies Staying focused on driving questionStaying focused on driving question Linking investigations to standardsLinking investigations to standards AssessmentAssessment


Conclusions

PBL - promising approach to developing PBL - promising approach to developing students’ problem-solving skillsstudents’ problem-solving skills

Technology can play a critical roleTechnology can play a critical role Students gain content knowledge, Students gain content knowledge,

technology skills, and abilities to work technology skills, and abilities to work cooperativelycooperatively


Conclusions

Modeling is an effective way to help Modeling is an effective way to help teachers understand PBL, gain confidence, teachers understand PBL, gain confidence, and learn new approachesand learn new approaches

While PBL can provide many rewards for While PBL can provide many rewards for teachers, it can also be challengingteachers, it can also be challenging

Follow-up and support is essential for Follow-up and support is essential for effective professional development effective professional development


Questions


For more information

http://research.http://research.soesoe..purduepurdue..eduedu/challenge//challenge/

lehmanlehman@@purduepurdue..eduedu pertmerpertmer@@purduepurdue..eduedu [email protected]@cville.k12.in.us [email protected]@cville.k12.in.us

teacher professional development for problem-based integration of technology james d. lehman peggy...

Documents

ofpbl modeling activity

pbl activities

atlantapbl modeling

problemsolving skills

process experience

fallpbl units

electronic mentoring

electronic links