The PBL-TECH Project: Using Web 2.0 Tools and Resources to Support Problem-Based Curricular Innovations in Preservice Teacher Education

• In Event: Instructional Technology SIG: Preparing Current and Future Teachers to Implement Technology-Enhanced Problem-Based Learning Strategies in Their Classrooms: Research and Recommendations

Abstract

Recently, there has been an increased emphasis at both the state and federal levels in identifying the attributes of high quality teacher preparation, specifically examining how innovative instructional strategies that benefit from the use of new technology tools are integrated into teacher preparation programs (Means, Padilla, DeBarger, & Bakia, 2009). One promising strategy being explored is problem-based learning (PBL). Several meta-analyses have shown PBL to be more effective than traditional instruction in increased student achievement (Ravitz, 2009). In addition, new technology tools have the capacity to make the implementation of PBL in both university and K-12 classrooms much more effective (Robertson, 2008).

Unfortunately, many teacher education programs still approach preservice classrooms with conventional practices (Feiman-Nemser, 2008), and few pre-service teachers have clear conceptions of designing and implementing technology-enhanced PBL instruction (So & Kim, 2009). In order for PBL to be successfully adopted by pre-service teachers, teacher education faculty need to be comfortable with technology-enhanced PBL (Vannatta & Beyerbach, 2000).

The PBL-TECH project seeks to design, disseminate, evaluate, and sustain an enhanced teacher preparation model that provides teacher educators across the United States with web-based tools and resources to teach future teachers to effectively implement innovative technology-supported problem-based learning (PBL) instructional practices. Our project addresses three overall outcomes: (1) Identify and/or develop a set of web-based tools and resources to support both the modeling of technology-enhanced PBL activities in teacher education and the development of technology-enhanced PBL for K-12 classrooms, (2) Increase the ability of teacher educators to model the use of Web 2.0 tools to facilitate PBL strategies with pre-service teachers, and (3) Increase ability of pre-service teachers to utilize Web 2.0 tools to facilitate PBL strategies in their future classrooms.

Implementation. Throughout the year, we have been working with teacher education faculty at three separate institutions identified as “initial adopters” who used the PBL-TECH tools and resources with pre-service teachers in their methods classes. Data collection has included quantitative measures of pre-service teacher knowledge of PBL strategies, as well as qualitative data such as interviews with teacher educators and pre-service teachers focusing on the quality of the PBL-Tech resources in terms of supporting development and implementation of PBL activities in their methods classes. Preliminary results have identified improvements that can be made to both the PBL-TECH tools as well as the implementation strategies employed by project staff and participating teacher educators. These will be discussed in more detail during the symposium presentation.

Significance. While PBL is receiving increased support from K-12 educators, it has not yet been broadly adopted at the higher education level (Pierret & Friedrichsen, 2009; Sadler et al., 2007). There are a number of questions that remain when determining the best methods for preparing future teachers to implement these types of innovations that have implications for university-level instruction. The PBL-TECH project is addressing these questions through a collaborative initiative that will provide teacher educators with tools, resources, and a support structure specifically designed to facilitate the development and modeling of PBL curricular initiatives in their classrooms.

Authors

• Thomas Brush, Indiana University

• Anne Todd Ottenbreit-Leftwich, Indiana University