1. 2005 AECT Orlando, FL Time: 8:00-9:15 Date: 10/22 (Sat) Location: Coronado N Examining the Barriers encountered when Planning and Implementing Technology-enhanced PBL in the Middle School Classroom Sung Hee Park Peg Ertmer Monica LeeScott Schaffer Jay BlackmanKrista Simons Brian Belland Purdue University Curriculum and Instruction

2. Background Middle school in a Midwestern community Received a Technology Innovation Challenge Grant from 2000-2005 –Partnership with a University –Incorporated portable technologies –Enabled teachers at the school to implement technology-enhanced PBL

3. Lit review Problem-based learning (PBL) –A student-centered method of instruction in which students learn content and problem-solving skills while solving ill-structured, real-world problems The role of technology in PBL –Critical role in information searching, organizing and analyzing data, and presenting solutions effectively (Sage, 2000) Possible barriers to the implementation of PBL: –Limited class time –Lack of administrative support –Lack of preparation time (Ertmer et al., 1999; Ertmer et al., 2003; Park, Cramer, & Ertmer, 2004)

4. Literature Review (cont’d) Performance support system Assumption: –Various components within an individual teacher’s work environment –Combined to support teachers’ practices in the classroom A more holistic view of the supports needed for teachers Tools & Environment Feedback & Expectations Rewards & Incentives Capacity to Do Motivation & Self Concept Knowledge & Skills School Culture Vision Adapted from Wedman & Graham, 2001

5. Purpose of the Study To determine the gaps between the performance of expert and typical PBL teachers To determine the relative importance of barriers teachers encounter when designing and implementing PBL

6. Overall Procedure Barriers  School culture  Knowledge & skills  Capacity to do  Motivation & self-concept  Tools & environment  Feedback & expectations  Rewards & incentives Possible solutions for the barriers Step 1 Step 2 Step 3 Experienced PBL teacher [1] [1] GapBeginner PBL teacher

7. Data collection Step 1: –Classroom observation 6 teachers, 13 class hours observations Based on “Model of PBL Practices” (6 categories)Model of PBL Practices” –Pedagogical beliefs: student-centered learning –Technology usage for higher-order thinking –Planning & organizing –Classroom management skills –Collaboration –Professional development Step 2: –Survey 21 teachers (Questionnaire)Questionnaire –Interview Administrative: Superintendent, Principal, Project Manager PBL support faculty (2) Teachers (8) Tech Staff (2)

8. Results: observation 1.Pedagogical approach: Student-centered approach Have students self-evaluate and reflect on the problem- solving process 2.Technology usage Provide a set of advanced techniques 3.Planning & organizing Performance-based evaluation method 4.Classroom management skills specify group participation 5.Collaboration** 6.Self-development*

9. Results: Survey Teachers identified challenges as being in the following order of importance: RankChallenges 1Feedback 2Rewards & Incentives 3Motivation 4Knowledge & Skills 5Expectations 5Capacity 6Time 7Environments & Tools 8Support

10. Interview with Administrators Vision* –Faculty: use of PBL to make pedagogical change –Administration: use of technology Relative importance of challenges School Administrators Faculty 1Faculty 2 1.Motivation 2.Capacity 3.Feedback & Expectation 1.Knowledge & Skills 2.Capacity 3.Tools & Environment 1.Capacity 2.Feedback & Expectation 3.Motivation

11. Interview with Teachers Tools & Environment – Teachers would like to have: –Preparation time (individual and team) –More technology support –Better PBL classroom management skills (leading and guiding) Feedback & Expectations –Many teachers mentioned not receiving feedback: “I don’t think I get any feedback.” Rewards & Incentives – Benefits of PBL –For students: I ncreased curiosity about the world and desire to learn more “What is neat is that at the end of these PBL units they usually have more questions than answers.” –For teachers: Professional growth, makes their job fun –Some did not recognize available rewards & incentives

12. Relative importance of the barriers Final Rank Challenges School Admin. Teacher Survey Faculty Members Researchers Vision 1Feedback & Expectations3121 2Knowledge & Skills2412 3Motivation1343 4Rewards & Incentives4254 5Tools & Environment5535

13. Recommendations Some of the possible changes that we think will help teachers overcome the challenges are: Set a clear overall goal for the project and share it among all stakeholders Provide more consistent feedback to teachers Increase collaboration among teachers to utilize experienced teachers’ knowledge and skills Increase awareness of the resources, rewards and incentives available for teachers

14. Conclusion PBL is a very promising way to both – integrate technology –Create a student-centered classroom But without organizational support, it is hard to implement In order to provide greater organizational support: –Share vision –Provide greater feedback and expectations –Provide greater opportunities for collaboration among teachers

15. Contact info Project URL: http://research.education.purdue.edu/challenge/ http://research.education.purdue.edu/challenge/ Sung Hee Park: park32@purdue.edu Monica Lee: lee146@purdue.edu Jay Blackman: jay@purdue.edu Brian Belland: bbelland@purdue.edu Peggy A. Ertmer: pertmer@purdue.edu Scott Schaffer: sschaff@purdue.edu Krista D. Simons (kds@purdue.edu)

16. Model of PBL Practices (cont’d) CategoryPractices Classroom management skills Monitors students progress frequently (Check each group’s work at least once per class session) Provide verbal or written feedback to students Provide clear guidelines or instructions (handout, TP materials, PPT) Use various questioning skills (e.g. ask what if questions instead of yes/no questions) Specify group participation points and communicate these to students Use visual tools to help students break down abstract concepts to concrete sub-components (e.g. concept maps) Provide practical examples (e.g. other students’ previous work) Provide alternative solutions to immediate questions and problems during PBL process Challenge students’ data assumptions and sources (e.g. Are you sure these are relevant? Valid?) Collaboration Collaborate with other teachers (i.e. team teaching) Share PBL ideas and experiences with others (i.e. attend TKB dinner seminar) Professional development Attend PBL & technology workshops Register for Purdue graduate courses

17. Survey Questionnaire No. StatementTrueFalse Unsure 1. I have received explicit expectations regarding the implementation of problem- based learning (PBL) in my school. TFU 2. I receive regular and helpful feedback about how well I am meeting expectations regarding PBL implementation. TFU 3. Expert PBL support is available in a timely and helpful manner in our school.TFU 4. I have been given enough time to plan and implement PBL.TFU 5. The physical environment and tools (hardware, software, network, local and school library, field trip support etc.) of my school makes it easy for me to implement PBL. TFU 6. There are rewards and incentives for PBL implementation in my school.TFU 7. I am motivated to implement PBL in my classes.TFU 8. I have the physical and mental capacity to plan, design, and manage PBL in my classroom. TFU 9 I have the knowledge and skills needed to implement PBL.TFU