Teacher Professional Development for Problem-Based Integration of Technology James D. Lehman Peggy A. James D. Lehman Peggy A. Ertmer Ertmer Jingshu Huang Sung- Jingshu Huang Sung- Hee Park Hee Park Purdue University Purdue University West Lafayette, IN West Lafayette, IN Kathleen Keck Kathleen Keck Kathleen Steele Kathleen Steele
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Teacher Professional Development for Problem-Based Integration of Technology James D. Lehman Peggy A. Ertmer Jingshu Huang Sung-Hee Park Purdue University.
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Teacher Professional Development for Problem-Based
Integration of Technology
James D. Lehman Peggy A. ErtmerJames D. Lehman Peggy A. Ertmer
Summary/communication of findingsSummary/communication of findings
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Role of Technology
Generally Generally notnot the focus of direct the focus of direct instruction but an authentic tool forinstruction but an authentic tool for
Acquiring relevant informationAcquiring relevant information
Gathering and manipulating dataGathering and manipulating data
Producing and presenting a culminating Producing and presenting a culminating presentation, often in multimedia formatpresentation, often in multimedia format
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Professional Development Needs
School-basedSchool-based
Focused on student learningFocused on student learning
Embedded in teachers’ daily livesEmbedded in teachers’ daily lives
PartnersPartners Crawfordsville Community SchoolsCrawfordsville Community Schools Indianapolis Public SchoolsIndianapolis Public Schools Purdue UniversityPurdue University Indiana University Purdue University at Indiana University Purdue University at
Indianapolis (IUPUI)Indianapolis (IUPUI) Corporate partnersCorporate partners
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Teacher Development Goals
Promote teachers’ understanding of PBLPromote teachers’ understanding of PBL
Facilitate technology skills developmentFacilitate technology skills development
Support teachers’ development and use of Support teachers’ development and use of
teachers and studentsteachers and students Technology skills developmentTechnology skills development Teacher development of PBL Teacher development of PBL
curriculum unitscurriculum units Teacher implementation of PBL units with Teacher implementation of PBL units with
follow-up and supportfollow-up and support
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Implementation
2000-01 academic year2000-01 academic year 2-day modeling activity in fall2-day modeling activity in fall Semester-long in-service course in fallSemester-long in-service course in fall PBL units implemented in spring, 2001PBL units implemented in spring, 2001
2001-02 academic year2001-02 academic year 3-day modeling activity as part of 3-day modeling activity as part of 2-week summer institute2-week summer institute PBL units implemented during 2001-02 AYPBL units implemented during 2001-02 AY
PBL Modeling Activity
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PBL Modeling Activity
2-3 day activity involving2-3 day activity involving In-service teachersIn-service teachers Grade 6-12 studentsGrade 6-12 students Pre-service teachersPre-service teachers
Provides first-hand experience with PBLProvides first-hand experience with PBL Understand the processUnderstand the process Experience changing rolesExperience changing roles Use technology as a supporting toolUse technology as a supporting tool
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2000-01 PBL Modeling Activity
Driving questionDriving question What’s in our water, why is it there, and What’s in our water, why is it there, and
what does it mean to us?what does it mean to us?
Identifying Investigations
Mixed teams brainstormed possible Mixed teams brainstormed possible investigation topics related to the driving investigation topics related to the driving question.question.
Planning
Teams planned and conducted their own Teams planned and conducted their own investigations.investigations.
Using Technology
Technology was used as a supporting tool.Technology was used as a supporting tool.
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Presentations
As a culminating activity, teams produced As a culminating activity, teams produced multimedia presentations of their multimedia presentations of their investigations.investigations.
ExampleExample
Outcomes
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Reactions (2000-01)
In this activity, I feel like I learned a lot of In this activity, I feel like I learned a lot of science.science.
In this activity, I feel like I learned new In this activity, I feel like I learned new things about using technology.things about using technology.
I would rather work by myself than in I would rather work by myself than in groups.groups.
I did I did notnot like the hands-on activities. like the hands-on activities.
Compared to what we usually do in school, I Compared to what we usually do in school, I liked this activity better.liked this activity better.
I really do I really do notnot like school. like school.
This project is okay, but it does This project is okay, but it does notnot really really relate to me and my life.relate to me and my life.
Because of this project, I am more confident Because of this project, I am more confident in my ability to do investigations.in my ability to do investigations.
Responses to open-ended items indicated Responses to open-ended items indicated participants:participants: Liked working with others and learning to use Liked working with others and learning to use
technologytechnology Felt they learned content, information about Felt they learned content, information about
the community, and how to use technologythe community, and how to use technology Used words like fun, interesting, exciting, and Used words like fun, interesting, exciting, and
worthwhile to describe the activityworthwhile to describe the activity
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Teachers’ PBL Units (2000-01/2001-02)
Why care about rain forest deforestation?Why care about rain forest deforestation? What makes something strong?What makes something strong? What good is math and science?What good is math and science? What makes the good life?What makes the good life? What is conformity?What is conformity? Why should I care about dead stuff?Why should I care about dead stuff? How does population impact the quality How does population impact the quality
of life?of life?
See unit
See unit
See unit
Implementation of Projects
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Project Implementation
The first group of teachers implemented The first group of teachers implemented projects with their classes during the projects with their classes during the spring of 2001.spring of 2001.
As a culminating activity, students and As a culminating activity, students and teachers presented project information to teachers presented project information to parents and the public at a Project Fair at parents and the public at a Project Fair at the end of the school year.the end of the school year.
This year’s projects are being This year’s projects are being implemented now.implemented now.
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Student Projects (2000-01)
Here, middle school students worked on a Here, middle school students worked on a project related to the rain forest.project related to the rain forest.
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Technology Use (2000-01)
Students used various technologies Students used various technologies including computers and video.including computers and video.
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Sample Student Products (2000-01)
Research papersResearch papers The Colonization of Mars: Is it Possible?The Colonization of Mars: Is it Possible? The SETI Institute: Is it Worth It?The SETI Institute: Is it Worth It? Pondering the Fourth DimensionPondering the Fourth Dimension
65% of teachers implemented their units65% of teachers implemented their units All agreed that the students learned a lotAll agreed that the students learned a lot 86% agreed that students enjoyed the unit 86% agreed that students enjoyed the unit
(based on 7 survey respondents)(based on 7 survey respondents)
86% agreed that they would try it again, 86% agreed that they would try it again, with some modification with some modification (based on 7 survey respondents)(based on 7 survey respondents)
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Strengths (2000-01)
Driving question provided a good focus Driving question provided a good focus Students did a good job gathering and Students did a good job gathering and
presenting informationpresenting information Students were interested in the Students were interested in the
investigations they chose to pursueinvestigations they chose to pursue
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Challenges (2000-01)
TimeTime Equipment and facilitiesEquipment and facilities Grouping strategiesGrouping strategies Staying focused on driving questionStaying focused on driving question Linking investigations to standardsLinking investigations to standards AssessmentAssessment
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Conclusions
PBL - promising approach to developing PBL - promising approach to developing students’ problem-solving skillsstudents’ problem-solving skills
Technology can play a critical roleTechnology can play a critical role Students gain content knowledge, Students gain content knowledge,
technology skills, and abilities to work technology skills, and abilities to work cooperativelycooperatively
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Conclusions
Modeling is an effective way to help Modeling is an effective way to help teachers understand PBL, gain confidence, teachers understand PBL, gain confidence, and learn new approachesand learn new approaches
While PBL can provide many rewards for While PBL can provide many rewards for teachers, it can also be challengingteachers, it can also be challenging
Follow-up and support is essential for Follow-up and support is essential for effective professional development effective professional development