Peggy A. Ertmer

Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect

Abstract Despite increases in computer access and technology training, technology is not being used to support the kinds of instruction believed to be most powerful. In this paper, we examine technology integration through the lens of the teacher as an agent of change: What are the necessary characteristics, or qualities, that enable teachers to leverage technology resources as meaningful pedagogical tools? To answer this question, we discuss the literature related to four variables of teacher change: knowledge, self-efficacy, pedagogical beliefs, and subject and school culture. Specifically, we propose that teachers’ mindsets must change to include the idea that “teaching is not effective without the appropriate use of information and communication technologies (ICT) resources to facilitate student learning.” Implications are discussed in terms of both teacher education and professional development programs.

Examining Teachers' Beliefs about the Role of Technology in the Elementary Classroom

AbstractAlthough teachers today recognize the importance of integrating technology into their curricula, successful implementation often is hampered by both external (first-order) and internal (second-order) barriers. This study was designed to examine the relationship between first- and second-order barriers to technology implementation by observing and interviewing several teachers within a single school who had achieved varying levels of integration. Although first-order barriers constrained all teachers’ efforts in this school, teachers responded differently to these constraints based at least in part on their beliefs about what constitutes effective classroom practice. Strategies for technology staff development are discussed.

Increasing preservice teachers' self-efficacy beliefs for technology integration

Abstract This study was designed to explore how vicarious learning experiences and goal setting influence preservice teachers’ self-efficacy for integrating technology into the classroom. Two hundred and eighty students, enrolled in an introductory educational technology course at a large Midwestern university, participated. Students were divided into eighteen lab sections, which were assigned to one of four conditions (three experimental and one control). Pre- and post-surveys were administered to examine participants’ self-efficacy beliefs for technology integration. Results showed significant treatment effects for vicarious experiences and goal setting on participants’ judgments of self-efficacy for technology integration. A significantly more powerful effect was found when vicarious learning experiences and goal setting were both present compared to when only one of the two factors was present. Therefore, from the perspective of teacher educators, the use of vicarious learning experiences and the incorporation of specific goals may help preservice teachers develop the confidence they need to become effective technology users within their own classrooms.

Using Peer Feedback to Enhance the Quality of Student Online Postings: An Exploratory Study

This study investigates the impact of peer feedback used as an instructional strategy to increase the quality of students’ online postings. While peer feedback has been demonstrated to support students’ learning in traditional classrooms, little is known about its efficacy in online discussions. To address this gap, we examined students’ perceptions of the value of giving and receiving peer feedback, specifically related to the quality of discussion postings in an online course. In addition, we investigated the impact of that feedback by comparing the quality of students’ postings, based on Bloom’s taxonomy, from pre-course to post-course. Results suggest that the quality of students’ postings was maintained through the use of peer feedback despite students’ preferences for instructor feedback. Students noted that peer feedback can be valuable and, more importantly, described how giving peer feedback not only reinforced their learning but enabled them to achieve higher understanding.

Students’ Responses and Approaches to Case-Based Instruction: The Role of Reflective Self-Regulation

In this exploratory study, we examined how students with high and low levels of self-regulation responded to, and approached learning from, case-based instruction. Fifty-eight first-year veterinary students, enrolled in a case-based biochemistry laboratory course, were classified according to their precourse performances on two self-regulated learning inventories. Nine students, representing high and low levels of self-regulation, were interviewed three times during the semester to explore initial and changing responses and approaches to case-based instruction. Students’ responses are described in terms of the motivational components of case-based instruction: the interest expressed, the value students perceived in case-based instruction, as well as their confidence for leaning from the case method. Students’ approaches are described in terms of their goal orientations, evaluative lens, levels of self-awareness, openness to challenges, perceived levels of relevant knowledge, and contextual vulnerability.

Jumping the PBL Implementation Hurdle: Supporting the Efforts of K-12 Teachers.

While problem-based learning (PBL) has a relatively long history of successful use in medical and pre-professional schools, it has yet to be widely adopted by K–12 teachers. This may be due, in part, to the numerous challenges teachers experience when implementing PBL. In this paper, we describe specific hurdles that teachers are likely to encounter during the implementation process and provide specific suggestions for supporting teachers’ classroom efforts. Implementation challenges relate to 1) creating a culture of collaboration and interdependence, 2) adjusting to changing roles, and 3) scaffolding student learning and performance. By supporting teachers’ initial and ongoing efforts, we anticipate that more teachers will recognize the potential of PBL as an effective instructional approach for developing learners who are flexible thinkers and successful problem solvers.

Exemplary Technology-Using Teachers: Perceptions of Factors Influencing Success.

Abstract Exemplary technology-using teachers achieve meaningful technology use in learner-centered, constructive environments despite the presence of both internal and external barriers. In this study, we discuss factors that enabled teachers to overcome these barriers, as identified by 25 winners of statewide technology teacher awards. In addition, we explored teachers perceptions of the relative value of both intrinsic and extrinsic factors that were perceived to play key roles in their success.

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

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.

Transforming teacher education: Visions and strategies

The five projects highlighted in this special issue represent a range of approaches to transforming teacher preparation programs. In this article, I describe how these programs are scaffolding teachers’ change efforts through the use of three powerful approaches: collaboration, modeling, and reflection. Similarities and differences among the five projects are described and suggestions are made for future research.

Validity and Problem-Based Learning Research: A Review of Instruments Used to Assess Intended Learning Outcomes

Problem-based learning (PBL) spread from the medical school to other university and K-12 contexts due, in part, to the stated promise that PBL produces the target outcomes of deep content learning, increased problem-solving ability, and increased self-directed learning (Hmelo-Silver, 2004). However, research results have been unclear. This paper examines how the three target outcomes of PBL were measured in 33 empirical studies. Results indicate that few studies included 1) theoretical frameworks for the assessed variables and constructs, 2) rationales for how chosen assessments matched the constructs measured, or 3) other information required for readers to assess the validity of authors’ interpretations. Implications for future research are discussed. In problem-based learning (PBL), students generate and pursue learning issues to understand an ill-structured problem and develop a feasible solution (Hmelo-Silver, 2004). Initially developed to improve medical students’ problem-solving and self-directed learning abilities (Barrows & Tamblyn, 1980), PBL has since spread to many levels of education (K-12, undergraduate, and graduate) and a variety of disciplines, ranging from language arts to biology (Barrows & Tamblyn; Chin & Chia, 2005; Gallagher, Stepien & Rosenthal, 1992; Reiter, Rasmann-Nuhlicek, Biernat, & Lawrence, 1994; Torp & Sage, 1998). This increase in PBL use has been due largely to PBL’s stated promise to promote deep content learning (Hmelo-Silver) as well as students’ problem-solving and self-directed learning abilities. While many authors have described the diffi culty in achieving these outcomes (Colliver, 2000; Dochy, Segers, Van den Bossche, & Gijbels, 2003; Vernon & Blake, 1993), few have discussed the diffi culty in operationalizing and measuring these outcomes. Even when researchers tackle this task, their eff orts are not always as transparent as they could be, thus making it diffi cult if not impossible, for others to benefi t from their work. The purpose of this paper is to examine how these intended outcomes have been measured and to determine how we might improve and benefi t from work in this area.