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Problem-based Learning and Beliefs about Technology: Examining the Relationship
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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

This research investigated pre-service teachers' beliefs regarding technology use and their perceptions about technology-enhanced problem-based learning (PBL). Three aspects of beliefs were examined: beliefs about student-centered learning, self-efficacy for technology integration, and perceived value for computers in teaching and learning. The results of the study indicated no significant differences among pre-service teachers' beliefs about technology use under three conditions (two treatments and one control). However, the results of the qualitative data suggested that the students in different conditions perceived PBL in different ways and suggested different ideas for using PBL in the K-12 classroom. Limitations and suggestions for future work are discussed.

Citation

Park, S.H., Ertmer, P. & Simons, K.D. (2005). Problem-based Learning and Beliefs about Technology: Examining the Relationship. 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. 1549-1553). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 21, 2019 from .

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