Project-based Learning in Undergraduate Educational Technology
PROCEEDINGS
Cathy Cavanaugh, University of North Florida, United States
Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Educators encounter complex and ill-defined problems within unpredictable contexts. Teacher education increasingly relies on problem-based and project-based learning. Technology-using educators face added complexities and possibilities of educational technology. The approach to project-based learning (PBL) in educational technology described in this paper is project-centered performance in the educational technology course required of preservice teachers. Students in the course learned through stages of entry, exploration, expansion, evaluation and explanation to formulate a response to an educational problem with a technology-based teaching unit. Instructionally, students demonstrated their mastery of several technology skills and information literacy skills by producing and presenting a complete WebQuest designed for a specific learning need. This paper presents the theory and history of problem-based and project-based learning, its application in educational technology, and data from a study comparing students learning with and without the project-based methods.
Citation
Cavanaugh, C. (2004). Project-based Learning in Undergraduate Educational Technology. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 2010-2016). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 8, 2024 from https://www.learntechlib.org/primary/p/14733/.
Keywords
References
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