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Examining barriers in technology-enhanced problem-based learning: Using a performance support systems approach

Title
Examining barriers in technology-enhanced problem-based learning: Using a performance support systems approach
Authors
Park S.H.Ertmer P.A.
Ewha Authors
박성희
Issue Date
2008
Journal Title
British Journal of Educational Technology
ISSN
0007-1013JCR Link
Citation
vol. 39, no. 4, pp. 631 - 643
Indexed
SSCI; SCOPUS WOS scopus
Abstract
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.
DOI
10.1111/j.1467-8535.2008.00858.x
Appears in Collections:
사범대학 > 과학교육과 > Journal papers
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