Information Technology Reference
In-Depth Information
Table 15.6
Mean, standard deviation, and effect size from selected survey questions (0
=
very
low; 4
=
very high), Fall 2008
Pre-test
Post-test
Lickert scale item
M
SD
M
SD
Effect size (
d
)
I have experience creating online
lessons.
2.32
1.38
3.10
1.10
0.71
In your last 2 weeks of teaching,
how many times did you have
students use online resources to
aid them with an assignment or
other learning activity?
1.89
1.59
4.00
3.86
0.55
I know how to effectively use
technology in a classroom
setting
2.89
1.15
3.42
0.61
0.87
I know how to effectively teach
with technology in the
classroom
2.89
1.05
3.26
0.73
0.51
Model 3: Problem-Based Learning: Authentic Design
The first model described above was centered around the use of an authentic prob-
lem, while the second model used a modified PBL approach. In 2008 the model was
modified to be more aligned with the theory of PBL, as well as design centered.
An additional instructional goal for the model was teaching participants to use PBL
with their students in their classroom. It is delivered face to face in 2-3 sessions,
each lasting 2.5-3 h in each session to elementary and secondary teachers. This
model consisted of the following five core activities:
1. Use of an authentic instructional design activity to guide workshop participants
through the basic steps to creating an IA project. Participants are taught to do a
basic search of the NSDL, add resources from sources besides the NSDL, search
and browse other IA projects, add found resources to the IA, and design, create,
and modify a simple IA project.
2. Introduction to inquiry learning through participation in an inquiry-based learn-
ing activity using online learning resources with participants acting as students
and then introduction to PBL as a form of inquiry learning.
3. Discussion of advantages and disadvantages of using a PBL in the classroom
with the IA and online learning resources.
4. Design and implementation of one non-PBL-based IA project and one PBL-
based IA project in the classroom between workshops.
5. Structured reflection individually,
in small groups and with the large
group, about
the implementation of
the different
IA projects in their
classrooms.
