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Use of problem-based learning for in-service teacher training in computer integration in the classroom Yusyp, Maryjanne

Abstract

The purpose of this case study was to understand and describe teachers' responses to the use of problem-based learning as a model for in-service professional development in computer technology integration. Seven urban high school teachers from different disciplines used 8 release days over a 3 1/2-month period to work collaboratively to address an ill-structured problem. Data was gathered from interviews, self-administered questionnaires, on-line discussions, observations and teachers' own reflective writings. A problem-based learning model can provide positive professional development experiences for teachers in technology integration. Teachers in this study valued and benefited from the learning opportunities this model provided particularly the support over time, purposeful work, group collaboration, and time for discussion and reflection. However, for PBL to be a more effective model for teacher professional development in technology integration, it may need to be adapted to meet the specific needs of teachers and the context in which they work.

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