Designing for Problem-Based Learning: A Comparative Study of Technology Professional Development

Autor/inn/en	Ye, Lei; Walker, Andrew; Recker, Mimi; Leary, Heather; Robertshaw, M. Brooke; Sellers, Linda
Titel	Designing for Problem-Based Learning: A Comparative Study of Technology Professional Development
Quelle	(2012), S.510-520 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-6613
Schlagwörter	Electronic Learning; Technology Integration; Problem Based Learning; Rating Scales; Educational Technology; Comparative Analysis; Teacher Attitudes; Pedagogical Content Knowledge; Educational Resources; Inservice Teacher Education; Education Courses; Federal Programs; Internet; Computer Software; Instructional Design; Web Sites; Instructional Materials; Pretests Posttests; Control Groups; Questionnaires; Teacher Surveys; Use Studies; Teacher Workshops; Student Attitudes; Science Instruction; Mathematics Instruction; Curriculum Implementation; Statistical Analysis + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Rating-Skala; Unterrichtsmedien; Lehrerverhalten; Pädagogische Kompetenz; Bildungsmittel; Lehrerfortbildung; Fortbildungskurs; Lesson concept; Lessonplan; Unterrichtsentwurf; Web-Design; Lehrmaterial; Lehrmittel; Fragebogen; Benutzerschulung; Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Statistische Analyse
Abstract	Despite of much focus on professional development aimed specifically at developing teachers' technology integration skills, rigorous studies of effective PD (professional development) are lacking. Evidence is also lacking on how these skills can best be integrated with pedagogical and content knowledge to improve student learning. The purpose of this article is to present two "design-oriented" TTPD (technology-related teacher professional development) designs and investigate the designs' impact on teachers. In one TTPD (tech-only), teachers learned technology skills to create activities using online learning resources. In the other (tech+PBL), teachers learned to create PBL (problem-based learning) activities using online resources. All teachers implemented these activities with their students. Findings indicate similarities and differences across several outcomes, including teacher knowledge, teacher attitude, usage of PBL and Web usage data. In addition, an instrument was developed to measure the students' self-reported knowledge, attitudes and behavior regarding their teachers' implemented activities. The instrument was shown to be valid and reliable. Problem-Based Learning Alignment Rating Scale is appended. (Contains 10 tables and 2 figures.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10