![](https://editlib-media.s3.amazonaws.com/sources/SITE.jpg)
Examining the Barriers encountered when Planning and Implementing Technology-enhanced PBL in the Middle School Classroom
PROCEEDINGS
Sung Hee Park, Eun Hwa Lee, Purdue, United States ; Jay Blackman, Peggy Ertmer, Krista Simons, Brian Belland, 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), Waynesville, NC USA
Abstract
This research investigated the internal and external barriers teachers encounter when planning for and implementing problem-based learning (PBL) in the middle school classroom. Barriers occurring in the middle school studied were defined through the use of classroom observations, teacher surveys, and interviews with teachers and administrators. Based on the results of data analysis, barriers such as lack of feedback, rewards and incentives for PBL implementation and misalignment of vision between teachers and administration created difficulties for teachers trying to plan and implement a PBL unit. From these results appropriate performance interventions were selected and proposed to help teachers overcome the internal and external barriers.
Citation
Park, S.H., Lee, E.H., Blackman, J., Ertmer, P., Simons, K. & Belland, B. (2005). Examining the Barriers encountered when Planning and Implementing Technology-enhanced PBL in the Middle School Classroom. 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. 2039-2043). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 10, 2024 from https://www.learntechlib.org/primary/p/19362/.
Keywords
References
View References & Citations Map- Becker, H.J., & Riel, M.M. (1999). Teacher professionalism, schoolwork culture and the emergence of constructivist-compatible pedagogies [PDF file]. Center for Research on Information Technology and Organizations. Retrieved October 2, 2002, from http://www.crito.uci.edu/tlc Berg, S., Benz, C.R., Lasley II, T.J., & Raisch, C.D. (1998). Exemplary technology
- Brush, T. & Saye, J. (2000). Design, implementation, and evaluation of student-centered learning: A case study. Educational Technology Research and Development, 48(2), 79-100.
- Ertmer, P.A., Addison, P., Lane, M., Ross, E., & Woods, D. (1999). Examining teachers' beliefs about the role of technology in the elementary classroom. Journal of Research on Computing in Education, 32, 54-71.
- Ertmer, P.A., Lehman, J., Park, S.H., Cramer, J., & Grove, K. (2003). Barriers to teachers’ adoption and use of technology in problem-based learning. Proceedings of Association for the Advancement of Computing in Education (AACE) Society for Information Technology and Teacher Education (SITE) International Conference, 1761-1766.
- Jonassen, D., Howland J., Moore, J., & Marra, R. (2003). Learning to solve problems with technology: A constructivist perspective (2nd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
- Land, S.M. (2000). Cognitive requirements for learning with open-ended learning environments. Educational Technology Research and Development, 48(3), 61-78.
- Market Data Retrieval. (2002). Technology in education 2002. Shelton, CT: Market Data Retrieval. Park, S.H., Cramer, J., & Ertmer, P.A(in press). Implementation of a technology DASHDASH
- Robinson, D.G., & Robinson, J.C. (1995). Performance consulting: Moving beyond training, San Francisco: Berrett-Koehler Publishers, Inc.
- Sage, S.M. (2000). A natural fit: Problem-based learning and technology standards. Learning& Leading with Technology, 28(1), 6-12.
- Wedman, J.F. & Graham, S.W. (2004). Welcome to the performance pyramid. Columbia, MO. Retrieved Sep 9, 2004 from http://tiger.coe.missouri.edu/~pyramid
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References