View : 40 Download: 0
Examining barriers in technology-enhanced problem-based learning: Using a performance support systems approach
- Examining barriers in technology-enhanced problem-based learning: Using a performance support systems approach
- Park S.H.; Ertmer P.A.
- Ewha Authors
- Issue Date
- Journal Title
- British Journal of Educational Technology
- vol. 39, no. 4, pp. 631 - 643
- SSCI; SCOPUS
- This study focused on the barriers that middle school teachers faced when implementing technology-enhanced problem-based learning (PBL) in their classrooms. Using a human performance-based model, we interviewed teachers, administrators, university faculty and technical support staff to determine the perceived importance of multiple barriers to the implementation of technology-enhanced PBL. Twenty-one teachers, two school administrators and a project manager, two faculty members, and two technical support staff participated in the study. Interview data were supported by surveys, classroom observations and researchers' reflective journals. Results suggested that lack of a clear, shared vision was the primary barrier. Additional barriers included lack of knowledge and skills, unclear expectations and insufficient feedback. Recommendations to support teachers' efforts to integrate technology-enhanced problem-based learning are presented. © 2008 British Educational Communications and Technology Agency.
- Appears in Collections:
- 사범대학 > 과학교육과 > Journal papers
- Files in This Item:
There are no files associated with this item.
- RIS (EndNote)
- XLS (Excel)
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.