Examining Middle School Teachers' Implementation of a Technology-Enriched Problem-Based Learning Program: Motivational Factors, Challenges, and Strategies

Autor/inn/en	Liu, Min; Shi, Yi; Pan, Zilong; Li, ChengLu; Pan, Xin; Lopez, Frances
Titel	Examining Middle School Teachers' Implementation of a Technology-Enriched Problem-Based Learning Program: Motivational Factors, Challenges, and Strategies
Quelle	In: Journal of Research on Technology in Education, 53 (2021) 3, S.279-295 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2020.1768183
Schlagwörter	Middle School Teachers; Science Teachers; Space Sciences; Teacher Motivation; Beliefs; Barriers; Program Implementation; Technology Integration; Problem Based Learning; Student Centered Learning; Facilitators (Individuals); Individualized Instruction; Multimedia Instruction; Texas + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Belief; Glaube; Problem-based learning; Problemorientiertes Lernen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Individualisierender Unterricht; Multimediales Lernen
Abstract	Literature has documented the benefits of problem-based learning (PBL), but also shown significant barriers to using PBL in K-12 education. Yet, the research describing why and how K-12 teachers implement PBL is insufficient. In this qualitative study, using semi-structured interviews, we investigate why 25 middle school teachers chose to implement a technology-enriched PBL program, challenges they encountered, and facilitation strategies they used to address those challenges. The findings of this study showed that teachers were motivated not only by PBL's alignment with their beliefs, but by their students' positive learning outcomes. The interviews revealed two significant pedagogical challenges for teachers: (a) knowing when to let go of control as opposed to when to step in to facilitate, and (b) determining how to provide additional support to students with special needs. Nine types of facilitation strategies to deal with these challenges were identified. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01