Examining the Barriers encountered when Planning and Implementing Technology-enhanced PBL in the Middle School Classroom PROCEEDINGS
Sung Hee Park, Eun Hwa Lee, Purdue, United States ; Jay Blackman, Peggy Ertmer, Krista Simons, Brian Belland, Purdue University, United States
Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This research investigated the internal and external barriers teachers encounter when planning for and implementing problem-based learning (PBL) in the middle school classroom. Barriers occurring in the middle school studied were defined through the use of classroom observations, teacher surveys, and interviews with teachers and administrators. Based on the results of data analysis, barriers such as lack of feedback, rewards and incentives for PBL implementation and misalignment of vision between teachers and administration created difficulties for teachers trying to plan and implement a PBL unit. From these results appropriate performance interventions were selected and proposed to help teachers overcome the internal and external barriers.
Park, S.H., Lee, E.H., Blackman, J., Ertmer, P., Simons, K. & Belland, B. (2005). Examining the Barriers encountered when Planning and Implementing Technology-enhanced PBL in the Middle School Classroom. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2005 (pp. 2039-2043). Chesapeake, VA: AACE.
© 2005 AACE