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Technology integration and problem-based learning: Implications for teaching and learning

, Kent State University, United States

Kent State University . Awarded


The present study examined a technology initiative in seventh grade classrooms in one middle school in northeast Ohio. The initiative used a problem-based learning instructional strategy. The course of study was the wetlands. The nine-week wetlands unit included mathematics and science curricular content. Theoretical constructs relevant to the study were educational reform, technology integration, and problem-based learning.

The research question central to the study was, “How are teaching and learning impacted when a school district implements a technology integration initiative using problem-based learning in the middle school grades?” Eight different measures were used to examine the effects of this technology initiative on teaching and learning. The eight measures were (a) a technology self-assessment, (b) classroom observation, (c) classroom assignments, (d) the Challenge Checklist, (e) student reflective essays, (f) teacher journals, (g) teacher interviews, and (h) a problem solving instrument.

Findings indicated that teaching and learning were impacted by technology integration and problem-based learning. Teachers needed to experiment with a new pedagogical approach, to adjust how they teach, to refine question-asking skills, to define purposeful uses of technology, to learn how not to interfere with student learning, to create quality assessment instruments, and to learn how to help students develop metacognitive skills. Students needed to understand how to be responsible for their own learning, to manage classroom time, to evaluate their own and their peer's performance, to develop internet research skills, to learn how to work cooperatively, and to understand classroom rules and procedures in light of new technologies and new instructional strategies.


Kovalik, C.L. Technology integration and problem-based learning: Implications for teaching and learning. Ph.D. thesis, Kent State University. Retrieved November 12, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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