Project-based Learning in Undergraduate Educational Technology

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Cavanaugh, C. (2004). Project-based Learning in Undergraduate Educational Technology. In R. Ferdig et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 2010-2016). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/14733.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2004
Atlanta, GA, USA
2004
ISBN 1-880094-52-5
  Richard Ferdig, Caroline Crawford, Roger Carlsen, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Author

Cathy Cavanaugh, University of North Florida, USA

Abstract

Educators encounter complex and ill-defined problems within unpredictable contexts. Teacher education increasingly relies on problem-based and project-based learning. Technology-using educators face added complexities and possibilities of educational technology. The approach to project-based learning (PBL) in educational technology described in this paper is project-centered performance in the educational technology course required of preservice teachers. Students in the course learned through stages of entry, exploration, expansion, evaluation and explanation to formulate a response to an educational problem with a technology-based teaching unit. Instructionally, students demonstrated their mastery of several technology skills and information literacy skills by producing and presenting a complete WebQuest designed for a specific learning need. This paper presents the theory and history of problem-based and project-based learning, its application in educational technology, and data from a study comparing students learning with and without the project-based methods.

Keywords

• Students
• Teachers
• Educational Technology
• Preservice Teacher Education

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