Facilitating Technology-Enhanced Problem-based Learning (PBL) in the Middle School Classroom: An Examination of How and Why Teachers Adapt
Peggy A. Ertmer, Purdue University, United States ; Krista D. Glazewski, New Mexico State University, United States ; Donna Jones, Anne Ottenbreit-Leftwich, Indiana University, United States ; Yuksel Goktas, Ataturk University, Turkey ; Kelly Collins, Purdue University, United States ; Aslihan Kocaman, Middle East Technical University, Turkey
Journal of Interactive Learning Research Volume 20, Number 1, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Despite the challenges inherent in adopting problem-based learning (PBL) in the middle school classroom, successful PBL teachers are able to find suitable solutions. In this exploratory study we examined the perceptions and practices of five successful middle school PBL teachers regarding the specific difficulties encountered with PBL and the strategies they used to address them. Results suggest that while successful PBL teachers faced multiple challenges when implementing PBL, they created and adapted effective strategies to successfully mitigate the obstacles. Planning approaches included adapting previous units, using a backwards-planning process, and starting small. Implementation strategies included using a variety of grouping strategies and providing greater structure through mini-lessons, daily checks, and access to a list of relevant web resources. Assessment methods included using rubrics to outline project requirements and monitoring daily journals to assess progress. Teachers articulated that the use of these techniques enabled them to engage their students in interdisciplinary content and learning processes that met or exceeded required academic standards.
Ertmer, P.A., Glazewski, K.D., Jones, D., Ottenbreit-Leftwich, A., Goktas, Y., Collins, K. & Kocaman, A. (2009). Facilitating Technology-Enhanced Problem-based Learning (PBL) in the Middle School Classroom: An Examination of How and Why Teachers Adapt. Journal of Interactive Learning Research, 20(1), 35-54. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).
© 2009 Association for the Advancement of Computing in Education (AACE)