Problem Based Learning and Teacher Technology Training

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Problem Based Learningand Teacher Technology
Training
BONNIE DRUMWRIGHT
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Problem Based Learningand Teacher Technology
Training
KATHRYN ODELL
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Problem Based Learningand Teacher Technology
Training
JAN VALINE
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The Problem

• Teachers are not effectively using the computer
  for web-based activities in the classroom.

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Many teachers dont know how to

• Create activities for their students involving
  the Internet
• Use WebQuests
• Use software to create web pages
• Create technology projects
• with educational objectives

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Causes of the Problem (Shelton, 1996)

• Perceived inadequacies in training
• Lack of time for preparation
• Limited access to computer hardware/software
• Lack of support

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Additional Cause

• Resistance to change
• According to Becker, (1999) teachers need to be
  convinced of the value of engaging students in
  PBL.

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The AnswerTechnology Training for Teachers

• The Four Ts (Shelton Jones, 1996)
• Time
• Training
• Technology (hardware software)
• Teacher-type tasks

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The Answer (Part 2)

• Problem Based Learning
• The strategy explained
• Problem-Based Learning (PBL) is an instructional
  strategy that promotes active learning. (Samford
  University, 2000)
• PBL is any learning environment in which the
  problem drives the learning. That is, before
  students learn some knowledge they are given a
  problem. The problem is posed so that the
  students discover that they need to learn some
  new knowledge before they can solve the problem.
  (Woods, 1996)

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Characteristics of PBL

• Learning is student centered.
• Learning occurs in small groups.
• Teachers are facilitators or guides.
• Problems form the organizing focus and stimulus
  for learning.
• Problems are a vehicle for the development of
  clinical problem-solving skills.
• New information is acquired through self-directed
  learning.

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Process of PBL
Confront a problem.
Organize what Is known and identify the nature
of the problem.
Pose questions.
Design a plan
Gather information.
Solve the problem.
That solves the problem
That identifies needed resources.
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Outcomes of PBL

• Ability to find and use appropriate resources
• Problem-solving skills
• Self-directed learning skills
• Critical thinking
• Facility with computer
• Ability to work on a team
• Communication skills

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Problem-Based Learning causes a shift in roles
(imsa.edu, 2001)
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At PBLs organizing center is The Ill-Structured
Problem

• Complex in nature
• Requires inquiry, information-gathering, and
  reflection
• Is changing and tentative
• Has no simple, fixed, right solution

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Our Study

• Research Problem Teachers are not effectively
  using technology in the classroom.
• Research Questions
• What impact will instruction in website creation
  have upon teacher utilization of technology in
  the classroom?
• What is the effect of instruction in website
  creation using a PBL training strategy?
• How does the use of Dreamweaver software effect
  teacher utilization of technology in the
  classroom?

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Our Study

• Purpose of the study To explore whether
  providing teachers with a simple format of
  training to create a class website will impact
  upon their utilization of technology in the
  classroom.

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Procedure

• General population Classroom teachers employed
  by SCOE, Grades K-8
• Sample Volunteer teachers employed by SCOE,
  Grades K-8
• Survey Administer pre- and post-surveys to the
  subjects.

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The Survey

• A Likert scale questionnaire
• Assesses teacher attitudes towards technology
• Assesses teacher confidence in technology in
  general, and web design, specifically

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The Treatment

• Three 3 hour sessions on web page design
• Teaching strategies
• Problem Based Learning
• Mini-lectures
• Demonstrations, modeling
• Online tutorials

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The Treatment (continued)

• The simulation
• A letter from the Technology Director
• Participants in grade-level groups
• The assignment to create a web page template to
  be used by classroom teachers at a specific grade
  level.

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Findings

• Participants will demonstrate improvement in
  computer skills and confidence after the
  treatment.
• After a follow-up period, there will be an
  increase in the use of the computer for web-based
  activities.

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Links

• Problem-based learning
• http//www.samford.edu/pbl.what.html
• http//www.imsa.edu/team/cpbl/whatis.html
• http//www.cotf.edu.ete.teacher.tprob/teacherout.h
  tml
• http//www.cusd.chico.k12.ca.us/pmilbury/collab.h
  tml
• http//www/rims.k12.ca.us/score/
• http//www.edserv.sjcoe.k12.ca.us/score/index.html
  
• http//www.ctap2.bcoe.butte.k12.ca.us/score/index.
  html
• http//www.bham.wednet.edu/quest.htm

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More Links

• Dreamweaver tutorial and templates
• http//www.taskstream.com/Main/login/default.asp
• Http//www.trainingcafe.com/members/coursesite
• WebQuest Page
• http//edweb.sdsu.edu/webquest/webquest.html

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Suggestions for future research

• What would be the effect of using the PBL
  strategy along with the spreadsheet or database
  tool in teacher technology training?
• Would there be a difference in effectiveness when
  comparing elementary-school vs. high school
  teachers using the approach in this study?

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Problem Based Learning

• Lets try it!