2005 AECT Orlando, FL

Time: 8:00-9:15Date: 10/22 (Sat)       Location: Coronado N

Examining the Barriers encountered when Planning and Implementing

Technology-enhanced PBL in the Middle School Classroom

Sung Hee Park Peg ErtmerMonica Lee Scott SchafferJay Blackman Krista SimonsBrian Belland

Purdue University Curriculum and Instruction

Background

• Middle school in a Midwestern community

• Received a Technology Innovation Challenge Grant from 2000-2005– Partnership with a University– Incorporated portable technologies– Enabled teachers at the school to implement

technology-enhanced PBL

Lit review

• Problem-based learning (PBL)– A student-centered method of instruction in which

students learn content and problem-solving skills while solving ill-structured, real-world problems

• The role of technology in PBL– Critical role in information searching, organizing and

analyzing data, and presenting solutions effectively (Sage, 2000)

• Possible barriers to the implementation of PBL:– Limited class time– Lack of administrative support– Lack of preparation time (Ertmer et al., 1999; Ertmer

et al., 2003; Park, Cramer, & Ertmer, 2004)

Literature Review (cont’d)

Performance support system• Assumption:

– Various components within an individual teacher’s work environment

– Combined to support teachers’ practices in the classroom

• A more holistic view of the supports needed for teachers

Tools & Environment

Feedback & Expectations

Rewards & Incentives

Capacity to Do

Motivation & Self Concept

Knowledge & Skills

School Culture

Vision

Adapted from Wedman & Graham , 2001

Purpose of the Study

• To determine the gaps between the performance of expert and typical PBL teachers

• To determine the relative importance of barriers teachers encounter when designing and implementing PBL

Overall Procedure

BarriersSchool cultureKnowledge & skillsCapacity to doMotivation & self-conceptTools & environmentFeedback & expectationsRewards & incentives

BarriersSchool cultureKnowledge & skillsCapacity to doMotivation & self-conceptTools & environmentFeedback & expectationsRewards & incentives

Possible solutions for the barriers

Possible solutions for the barriers

Step 1

Step 2

Step 3

Experienced PBL teacher[1]

Gap Beginner PBL teacher

Data collection

• Step 1: – Classroom observation

• 6 teachers, 13 class hours observations• Based on “Model of PBL Practices” (6 categories)

– Pedagogical beliefs: student-centered learning– Technology usage for higher-order thinking– Planning & organizing– Classroom management skills– Collaboration– Professional development

• Step 2:– Survey

• 21 teachers (Questionnaire)– Interview

• Administrative: Superintendent, Principal, Project Manager• PBL support faculty (2)• Teachers (8)• Tech Staff (2)

Results: observation

1. Pedagogical approach: Student-centered approach• Have students self-evaluate and reflect on the problem-

solving process

2. Technology usage• Provide a set of advanced techniques

3. Planning & organizing • Performance-based evaluation method

4. Classroom management skills• specify group participation

5. Collaboration**

6. Self-development*

Results: Survey

• Teachers identified challenges as being in the following order of importance:

Rank Challenges

1 Feedback

2 Rewards & Incentives

3 Motivation

4 Knowledge & Skills

5 Expectations

5 Capacity

6 Time

7 Environments & Tools

8 Support

Interview with Administrators

• Vision*– Faculty: use of PBL to make pedagogical change– Administration: use of technology

• Relative importance of challenges

School Administrators

Faculty 1 Faculty 2

1. Motivation

2. Capacity

3. Feedback & Expectation

1. Knowledge & Skills

2. Capacity

3. Tools & Environment

1. Capacity

2. Feedback & Expectation

3. Motivation

Interview with Teachers

• Tools & Environment – Teachers would like to have:– Preparation time (individual and team)– More technology support– Better PBL classroom management skills (leading and guiding)

• Feedback & Expectations – Many teachers mentioned not receiving feedback:

“I don’t think I get any feedback.”

• Rewards & Incentives – Benefits of PBL– For students: Increased curiosity about the world and desire to

learn more“What is neat is that at the end of these PBL units they usually have more questions than answers.”

– For teachers: Professional growth, makes their job fun– Some did not recognize available rewards & incentives

Relative importance of the barriers

Final Rank

ChallengesSchool Admin.

Teacher Survey

Faculty Members

Researchers

Vision

1 Feedback & Expectations 3 1 2 1

2 Knowledge & Skills 2 4 1 2

3 Motivation 1 3 4 3

4 Rewards & Incentives 4 2 5 4

5 Tools & Environment 5 5 3 5

Recommendations

Some of the possible changes that we think will help teachers overcome the challenges are:• Set a clear overall goal for the project and share it

among all stakeholders• Provide more consistent feedback to teachers• Increase collaboration among teachers to utilize

experienced teachers’ knowledge and skills • Increase awareness of the resources, rewards and

incentives available for teachers

Conclusion

• PBL is a very promising way to both– integrate technology– Create a student-centered classroom

• But without organizational support, it is hard to implement

• In order to provide greater organizational support:– Share vision– Provide greater feedback and expectations– Provide greater opportunities for collaboration among

teachers

Contact info

Project URL: http://research.education.purdue.edu/challenge/

• Sung Hee Park: park32@purdue.edu• Monica Lee: lee146@purdue.edu• Jay Blackman: jay@purdue.edu• Brian Belland: bbelland@purdue.edu• Peggy A. Ertmer: pertmer@purdue.edu• Scott Schaffer: sschaff@purdue.edu• Krista D. Simons (kds@purdue.edu)

Model of PBL Practices (cont’d)

Category Practices

Classroom management skills

Monitors students progress frequently (Check each group’s work at least once per class session)

Provide verbal or written feedback to students

Provide clear guidelines or instructions (handout, TP materials, PPT)

Use various questioning skills (e.g. ask what if questions instead of yes/no questions)

Specify group participation points and communicate these to students

Use visual tools to help students break down abstract concepts to concrete sub-components (e.g. concept maps)

Provide practical examples (e.g. other students’ previous work)

Provide alternative solutions to immediate questions and problems during PBL process

Challenge students’ data assumptions and sources (e.g. Are you sure these are relevant? Valid?)

Collaboration Collaborate with other teachers (i.e. team teaching)

Share PBL ideas and experiences with others (i.e. attend TKB dinner seminar)

Professional development

Attend PBL & technology workshops

Register for Purdue graduate courses

Survey Questionnaire

No.Statement True False Unsure

1. I have received explicit expectations regarding the implementation of problem-based learning (PBL) in my school.

T F U

2. I receive regular and helpful feedback about how well I am meeting expectations regarding PBL implementation.

T F U

3.Expert PBL support is available in a timely and helpful manner in our school. T F U

4.I have been given enough time to plan and implement PBL. T F U

5. The physical environment and tools (hardware, software, network, local and school library, field trip support etc.) of my school makes it easy for me to implement PBL.

T F U

6.There are rewards and incentives for PBL implementation in my school. T F U

7. I am motivated to implement PBL in my classes. T F U

8. I have the physical and mental capacity to plan, design, and manage PBL in my classroom.

T F U

9 I have the knowledge and skills needed to implement PBL. T F U