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ADOPTION AND USE OF TECHNOLOGY-SUPPORTED LEARNER-CENTERED PEDAGOGIES: BARRIERS TO TEACHERS’ IMPLEMENTATION
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, , , , , Purdue University, United States

EdMedia + Innovate Learning, in Honolulu, Hawaii, USA ISBN 978-1-880094-48-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

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Abstract

Implementation of learner-centered pedagogies in K-12 classrooms poses a number of difficulties for teachers that are not readily addressed through traditional professional development efforts. In this session, we outline the activities and strategies we have used over the last three years to support teachers' implementation of problem-based learning in their classrooms. Based on teacher interviews and PBL implementation data, we describe strategies that have worked, as well as those that haven't, and outline steps taken to confront the various barriers teachers encounter as they attempt to incorporate learner-centered pedagogies within traditional classroom practice.

Citation

Ertmer, P., Lehman, J., Park, S., Cramer, J. & Grove, K. (2003). ADOPTION AND USE OF TECHNOLOGY-SUPPORTED LEARNER-CENTERED PEDAGOGIES: BARRIERS TO TEACHERS’ IMPLEMENTATION. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1955-1958). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 8, 2023 from .

© 2003 Association for the Advancement of Computing in Education (AACE)

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References

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