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ERIC Number: EJ826078
Record Type: Journal
Publication Date: 2008
Pages: 21
Abstractor: As Provided
Reference Count: 43
ISSN: ISSN-1539-1523
Impact of Problem-Based Learning (PBL) on Teachers' Beliefs regarding Technology Use
Park, Sung Hee; Ertmer, Peggy A.
Journal of Research on Technology in Education, v40 n2 p247-267 Win 2007-2008
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.)
International Society for Technology in Education. 480 Charnelton Street, Eugene, OR 97401-2626. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A