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Edited by Dr. Lynne Schrum, George Mason University
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| formerly Journal of Research on Computing in Education |
Volume 40 Number 2 Winter 2007-2008
Impact of Problem-Based Learning (PBL) on Teachers’ Beliefs Regarding Technology Use
Sung Hee Park
Ewha Womans University
Peggy A. Ertmer
Purdue University
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.
 Download the full article (PDF, 198 KB)
Contributors
Sung Hee Park is a full-time lecturer for the Department of Educational Technology at Ewha Womans University. Her research focuses on problem-based learning, technology integration, and effectiveness of e-learning. (sungheepark@ewha.ac.kr)
Peggy A. Ertmer is a professor of Educational Technology at Purdue University. Her primary research interests relate to case- and problem-based learning, technology integration, and feedback in online learning environments. She currently serves as the co-editor of a new online journal, The Interdisciplinary Journal of Problem-based Learning. (pertmer@purdue.edu)
Copyright 2007-2008, (International Society for Technology in Education). All rights reserved.
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