Facilitating Technology-Enhanced Problem-based Learning (PBL) in the Middle School Classroom: An Examination of How and Why Teachers Adapt

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Ertmer, P.A., Glazewski, K.D., Jones, D., Ottenbreit-Leftwich, A., Goktas, Y., Collins, K. & Kocaman, A. (2009). Facilitating Technology-Enhanced Problem-based Learning (PBL) in the Middle School Classroom: An Examination of How and Why Teachers Adapt. Journal of Interactive Learning Research, 20(1), 35-54. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/24475.

Journal Information

Journal of Interactive Learning Research
ISSN 1093-023X
Volume 20, Issue 1, January 2009
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JILR

Authors

Peggy A. Ertmer, Purdue University, USA; Krista D. Glazewski, New Mexico State University, USA; Donna Jones, Anne Ottenbreit-Leftwich, Indiana University, USA; Yuksel Goktas, Ataturk University, Turkey; Kelly Collins, Purdue University, USA; Aslihan Kocaman, Middle East Technical University, Turkey

Abstract

Despite the challenges inherent in adopting problem-based learning (PBL) in the middle school classroom, successful PBL teachers are able to find suitable solutions. In this exploratory study we examined the perceptions and practices of five successful middle school PBL teachers regarding the specific difficulties encountered with PBL and the strategies they used to address them. Results suggest that while successful PBL teachers faced multiple challenges when implementing PBL, they created and adapted effective strategies to successfully mitigate the obstacles. Planning approaches included adapting previous units, using a backwards-planning process, and starting small. Implementation strategies included using a variety of grouping strategies and providing greater structure through mini-lessons, daily checks, and access to a list of relevant web resources. Assessment methods included using rubrics to outline project requirements and monitoring daily journals to assess progress. Teachers articulated that the use of these techniques enabled them to engage their students in interdisciplinary content and learning processes that met or exceeded required academic standards.

Keywords

• Assessment
• Middle School Education
• Curriculum
• Planning
• Computers

Also Read

• Teacher Educators’ Beliefs and Technology Uses as Predictors of Preservice Teachers’ Beliefs and Technology Attitudes
• Technology, Transfer and Teaching: The Impact of a Single Technology Course on Preservice Teachers’ Computer Attitudes and Ability
• Challenges in Mentoring Software Development Projects in the High School: Analysis According to Shulman's Teacher Knowledge Base Model
• Formulating Guidelines for Instructional Planning in Technology Enhanced Learning Environments
• A Case Study of Design-Based Research for Creating a Vision Prototype of a Technology-Based Innovative Learning Environment
• Pedagogy First! Making Web-Technologies Work for Soft Skills Development in Leadership and Management Education
• Teachers’ Views on Factors Affecting Effective Integration of Information Technology in the Classroom: Developmental Scenery
• Problem-Based Educational Games: Connections, Prescriptions, and Assessment
• Teachers’ Perceptions of the Effectiveness of a Blended Learning Approach for ICT Teacher Training
• Ubiquitous wireless laptops in upper elementary mathematics

Tags