What Motivates Middle School Teachers to Adopt a Technology-Enriched Problem-Based Learning Program in Their Classrooms

• In Event: Problem-Based Learning in the Classroom

Abstract

This study examined why 25 middle school teachers from 18 schools chose to implement a technology-enriched PBL program, the challenges they encountered, and facilitation techniques they used. Using a qualitative design, the results showed teachers were motivated not only because PBL approach aligned with their beliefs, but they observed their students increased motivation, acquired deeper understanding of the content, and practiced higher-order thinking skills. The findings revealed the most significant challenge these teachers experienced is pedagogical related – knowing when to let go of control and when to step in to facilitate. Not all teachers are comfortable with this facilitating role. Nine types of facilitation techniques were provided. This research provides useful insights to help promote PBL use in K-12 education.

Authors

• Min Liu, The University of Texas at Austin

• Yi Shi, The University of Texas at Austin

• Zilong Pan, The University of Texas at Austin

• Chenglu Li, The University of Texas at Austin

• Xin Pan, The University of Texas at Austin

• Mary Frances Lopez, The University of Texas at Austin