Effectiveness and impact of technology-enabled project-based learning with the use of process prompts in teacher education
Ching-Huei Chen, National Changhua University of Education, Taiwan ; Lim-Ha Chan, Wenzao Ursuline College of Languages, Taiwan
Journal of Technology and Teacher Education Volume 19, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This study investigated the effectiveness and impacts of process prompts on students’ learning and computer self-efficacy within the technology-enabled project-based learning (PBL) context in an undergraduate educational technology course. If the aim is to prepare prospective teachers to effectively, efficiently, and engagingly use technologies in changing professional circumstances, it is important to provide learning tasks that are not only authentic and meaningful, but also strengthen computer self-efficacy. Technology-enabled PBL with the assistance of process prompts was used to elicit prospective teachers’ perceptions of their learning experiences in past courses in the program to help them integrate knowledge acquired prior to solving instructional problems and to assist them in self-assessing their own knowledge. Thirty-five prospective teachers enrolled in a Web-Based Instruction for English Language Teaching (ELT) course worked collaboratively for a duration of four months in groups of five to complete a project. Collected data included surveys, interviews, final projects, and reflections. Students’ interviews and reflections revealed that process prompts were important in facilitating problem-solving efforts; they support metacognitive thinking, and facilitate the construction of knowledge in technology-enabled PBL. The surveys showed significant gains on students’ computer self-efficacy after the completion of technology-enabled PBL. The findings contribute to the field of technology education through PBL and provide a point of reference for other teachers who want to implement PBL in their curricula. The implications of the approach for the use of technology-enabled PBL for teacher education are discussed.
Chen, C.H. & Chan, L.H. (2011). Effectiveness and impact of technology-enabled project-based learning with the use of process prompts in teacher education. Journal of Technology and Teacher Education, 19(2), 141-167. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2011 Society for Information Technology & Teacher Education
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Promoting learning in online, ill-structured problem solving: The effects of scaffolding type and metacognition level
Joo Yeun Kim, Center for Teaching and Learning; Kyu Yon Lim, Department of Educational Technology
Computers & Education Vol. 138, No. 1 (September 2019) pp. 116–129
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