Integrating Technology and Problem-based Learning: A Mixed Methods Study of Two Teacher Professional Development Designs

Abstract

This article describes two consecutive enactments of technology-oriented teacher professional development designs, aimed at helping teachers find high-quality online learning resources and use them in designing effective problem-based learning (PBL) activities for their students. To align with current professional development prescriptions, in the first enactment, teachers learned PBL design skills concurrently with technology skills. Following aspects of design-based research, the professional development theory, participant feedback, and results from the first enactment informed the design of the second. In this second enactment, technology skills were separated and presented prior to learning about PBL. Results from a mixed-methods study of impact indicated that both professional development enactments were associated with large increases in teacher knowledge, experience, and confidence with regards to technology use and integration. Variations in the level of PBL usage by teachers in their activities, and the degree to which they discuss PBL and technology integration are presented alongside limitations, practical significance, scholarly significance, and planned future work.NOTE: This is an updated form of this article, incorporating some corrections made in September 2012. Corrections affect the Introduction.

Exploring the Effects of Professional Development for the Interactive Whiteboard on Teachers’ Technology Self-Efficacy

“…The significant enhancements in technology self-efficacy found among Group A participants following their participation in the treatment supports the existing literature indicating the value of sustained, collaborative, and scaffolded professional development (Doppelt et al, 2009;Garet et al, 2001;Guskey & Yoon, 2009;Walker et al, 2011). Group A participants were immersed in the professional development experience for a full school year and participated in a variety of seminars, formal and informal learning opportunities with their peers, and structured activities meant to gradually build more sophisticated instructional techniques using the boards.…”

“…Teacher actions during scaffolded professional development may be conceptualized as helping them to create trusses that bridge them from their current understandings and skill levels to more advanced competencies (Berk & Winsler, 1995). Teachers that engage in some form of scaffolded professional development are more likely to retain the skills and content they learned during the program (Walker et al, 2011). Scaffolding professional development is an effective way for professional development designers to assist teachers in building self-efficacy for educational technologies (DeSantis, 2012).…”

“…This paper shares the results of a research project conducted to determine if professional development with these attributes assists teachers with developing the skills required to integrate technology during instruction. This project involved the creation of a professional development program with the characteristics described in the literature as being most effective (Brinkerhoff, 2006;Cantrell & Hughes, 2008;DeSantis, 2012;Doppelt et al, 2009;Walker et al, 2011). This mixed-methods and design-based study identifies changes in technology self-efficacy and technological, pedagogical, and content knowledge among forty-one teachers following their participation in sustained, collaborative, and scaffolded professional development for one rapidlyembraced technology, the interactive whiteboard.…”

The Grand Challenge: Helping Teachers Learn/Teach Cutting-Edge Science via a PBL Approach

“…In this study, participants engaged in the design problem of developing an authentic PBL unit for their own students. Using a similar approach, Walker et al (2011) reported significant gains in teachers' PBL knowledge after participating in a professional development workshop in which they designed and later implemented PBL units.…”

Beyond Beliefs: Teachers Adapting Problem-based Learning to Preexisting Systems of Practice

“…2 (Fall 2013) Previous literature reveals little about how professional development translates into teacher practice (Fishman, Mark, Best, & Tal, 2003;Walker, Recker, Robertshaw, et al, 2011;Wayne, Yoon, Zhu, et al, 2008). Luft (2001) concluded that change in practice to reform-based instruction may be attributed to teachers' student-centered beliefs.…”