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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