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Perceptions of Planning, Implementing and Evaluating Long-Term, Student-Chosen, Technology-Enhanced, Problem-Based Learning Units: Teacher Strategies and Student Experiences
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, , , 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

Abstract

The purpose of this presentation is to describe results of a research study conducted to examine teachers' and students' experiences with student-chosen technology-enhanced problem-based learning (PBL) units. According to Simons, Klein, and Brush (2004) problem-based learning "combines learning theories about problem solving with the case study approach in which students are presented with problems embedded in relevant, resource-rich contexts" (p. 214). PBL units are considered student-chosen when the students are able to select their own problem they wish to investigate from personal experience or awareness. The presentation will include a description of the problem-based learning units, as well as information related to teacher strategies and student experiences as they relate to planning, implementing and evaluating the student-chosen technology-enhanced PBL units. Implications for practitioners who design student-chosen problem-based learning environments will also be discussed during the presentation. The integration of technology throughout the unit will be highlighted.

Citation

Ottenbreit-Leftwich, A., Simons, K. & Ertmer, P. (2005). Perceptions of Planning, Implementing and Evaluating Long-Term, Student-Chosen, Technology-Enhanced, Problem-Based Learning Units: Teacher Strategies and Student Experiences. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 986-988). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 23, 2019 from .

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