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Impact of Problem-Based Learning (PBL) on Teachers' Beliefs regarding Technology Use
ARTICLE

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Journal of Research on Technology in Education Volume 40, Number 2, ISSN 1539-1523

Abstract

Although computers are now commonplace within our lives, integration within schools is much less ordinary. While access and training are no longer considered significant barriers, attention has turned to the potential influence of teachers' beliefs. In response, problem-based learning (PBL) has been proposed as an effective approach for changing beliefs. This study investigated the impact of PBL on preservice teachers' beliefs regarding technology use and on their intended teaching practices. Participants included 48 preservice teachers enrolled in a one-credit educational technology course. Results showed that beliefs regarding technology use did not change significantly. However, participants significantly shifted their intended teaching practices from teacher-directed to student-centered learning. Implications for practice are discussed. (Contains 4 tables.)

Citation

Park, S.H. & Ertmer, P.A. (2008). Impact of Problem-Based Learning (PBL) on Teachers' Beliefs regarding Technology Use. Journal of Research on Technology in Education, 40(2), 247-267. Retrieved October 14, 2019 from .

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