Integrating Technology and Problem-Based Learning: A Comparison of Two Teacher Professional Development Approaches
Year: 2010
Type: article
Abstract: This article presents two technology-oriented teacher professional development (PD) models aimed at helping teachers find high-quality online learning resources and use them in designing effective inquiry learning activities for their students.The models use problem-based learning (PBL) as its cornerstone inquiry approach.In the first enactment, teachers learned PBL design skills concurrently with technology skills, while in the second, the needed technology skills were presented prior to learning about PBL.Results for both enactments indicate large increases in teacher knowledge and attitudes with regards to technology use and integration.Teachers also show sustained usage of the technology over time.In terms of differences between the two enactments, participants who learned technology skills followed by the PBL intervention utilized significantly more PBL features in their learning activities than participants in the technology concurrent with PBL group.
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1520581045