Problem-based Learning and Beliefs about Technology: Examining the Relationship

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Park, S.H., Ertmer, P. & Simons, K.D. (2005). Problem-based Learning and Beliefs about Technology: Examining the Relationship. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2005 (pp. 1549-1553). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/19262.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2005
Phoenix, AZ, USA
2005
ISBN 1-880094-55-X
  Caroline Crawford, Roger Carlsen, Ian Gibson, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

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Table of Contents

Authors

Sung Hee Park, Peg Ertmer, Krista D. Simons, Purdue University, USA

Abstract

This research investigated pre-service teachers' beliefs regarding technology use and their perceptions about technology-enhanced problem-based learning (PBL). Three aspects of beliefs were examined: beliefs about student-centered learning, self-efficacy for technology integration, and perceived value for computers in teaching and learning. The results of the study indicated no significant differences among pre-service teachers' beliefs about technology use under three conditions (two treatments and one control). However, the results of the qualitative data suggested that the students in different conditions perceived PBL in different ways and suggested different ideas for using PBL in the K-12 classroom. Limitations and suggestions for future work are discussed.

Keywords

• Teachers

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