Impact of problem -based learning (PBL) on teachers\u27 beliefs regarding technology use

This study investigated the impact of problem-based learning (PBL) on teachers\u27 beliefs regarding technology use and on their intended teaching practices. The teachers\u27 beliefs regarding technology use were measured through pre- and post-surveys using the Teachers\u27 Beliefs regarding Technology Use Survey (TBTUS). Changes in intended teaching practices were examined through pre- and post-course lesson plans. Participants included 48 preservice teachers enrolled in a one-credit educational technology course. This study included two treatment sections and one control section. Of three intact classes, two were assigned to the PBL condition (PBL) and one section was assigned to the one control condition. For the PBL condition, two video clips from a middle school principal and a school superintendent were shown to introduce the authentic PBL task: they planned to hire new teachers who could integrate technology into their classrooms. Preservice teachers formed groups according to their disciplines and developed artifacts to show their skills, knowledge, and attitudes towards technology integration. The participante in the control group reviewed different instructional multimedia programs used in the K-12 curriculum and not based on PBL and evaluated them with a software evaluation form. Course content was delivered mainly by the instructor. Results showed that the beliefs of preservice teachers regarding technology use did not change significantly. However, preservice teachers signíificantly shifted their intended teaching practices from teacher-directed learning to student-centered learning, as demonstrated in four categories: (1) students\u27 role, (2) curriculum characteristics, (3) learning goals, and (4) types of technology use. The findings of the study showed that it is hard to change preservice teachers\u27 beliefs, as measured by a self-report survey instrument, over a short period of time. However, it also showed that it is possible to see changes over a short period of time in intended teaching practices after participating in PBL activities. It is expected that these changes in practices may reflect or later affect preservice teachers\u27 beliefs regarding technology use if presented over a longer time period. If more student-centered learning experiences were presented to preservice teachers throughout their teacher education programs changes in practices eventually may affect their beliefs regarding technology use