TITLE

Impact of Problem-Based Learning (PBL) on Teachers' Beliefs Regarding Technology Use

AUTHOR(S)
Sung Hee Park; Ertmer, Peggy A.
PUB. DATE
December 2007
SOURCE
Journal of Research on Technology in Education;Winter2007, Vol. 40 Issue 2, p247
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Although computers are now commonplace within our lives, integration within schools is much less ordinary. While access and training are no longer considered significant barriers, attention has turned to the potential influence of teachers' beliefs. In response, problem-based learning (PBL) has been proposed as an effective approach for changing beliefs. This study investigated the impact of PBL on preservice teachers' beliefs regarding technology use and on their intended teaching practices. Participants included 48 preservice teachers enrolled in a one-credit educational technology course. Results showed that beliefs regarding technology use did not change significantly. However, participants significantly shifted their intended teaching practices from teacher-directed to student-centered learning. Implications for practice are discussed.
ACCESSION #
27827190

 

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