ADOPTION AND USE OF TECHNOLOGY-SUPPORTED LEARNER-CENTERED PEDAGOGIES: BARRIERS TO TEACHERS’ IMPLEMENTATION
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Authors
EdMedia + Innovate Learning, 2003 in Honolulu, Hawaii, USA ISBN 978-1-880094-48-8
Abstract
Implementation of learner-centered pedagogies in K-12 classrooms poses a number of difficulties for teachers that are not readily addressed through traditional professional development efforts. In this session, we outline the activities and strategies we have used over the last three years to support teachers' implementation of problem-based learning in their classrooms. Based on teacher interviews and PBL implementation data, we describe strategies that have worked, as well as those that haven't, and outline steps taken to confront the various barriers teachers encounter as they attempt to incorporate learner-centered pedagogies within traditional classroom practice.
Citation
Ertmer, P., Lehman, J., Park, S., Cramer, J. & Grove, K. (2003). ADOPTION AND USE OF TECHNOLOGY-SUPPORTED LEARNER-CENTERED PEDAGOGIES: BARRIERS TO TEACHERS’ IMPLEMENTATION. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1955-1958). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from https://www.learntechlib.org/p/14133.
© 2003 AACE