ADOPTION AND USE OF TECHNOLOGY-SUPPORTED LEARNER-CENTERED PEDAGOGIES: BARRIERS TO TEACHERS’ IMPLEMENTATION

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Ertmer, P., Lehman, J., Park, S., Cramer, J. & Grove, K. (2003). ADOPTION AND USE OF TECHNOLOGY-SUPPORTED LEARNER-CENTERED PEDAGOGIES: BARRIERS TO TEACHERS’ IMPLEMENTATION. In D. Lassner & C. McNaught (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003 (pp. 1955-1958). Chesapeake, VA: AACE.
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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2003
Honolulu, Hawaii, USA
2003
ISBN 1-880094-48-7
  David Lassner & Carmel McNaught
AACE

More Information on EDMEDIA
Table of Contents

Authors

Peg Ertmer, James Lehman, SungHee Park, Jeffry Cramer, Karen Grove, Purdue University, United States

Abstract

Implementation of learner-centered pedagogies in K-12 classrooms poses a number of difficulties for teachers that are not readily addressed through traditional professional development efforts. In this session, we outline the activities and strategies we have used over the last three years to support teachers' implementation of problem-based learning in their classrooms. Based on teacher interviews and PBL implementation data, we describe strategies that have worked, as well as those that haven't, and outline steps taken to confront the various barriers teachers encounter as they attempt to incorporate learner-centered pedagogies within traditional classroom practice.

Keywords

• Classrooms
• Teachers
• Professional Development

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