Introducing Project-Based Learning to Pre-Service Teachers


According to the U.S. Department of Education (2004), teaching teachers how to effectively integrate technology in their classrooms is critical to larger reform and systemic change efforts. In support of this goal, Western Michigan University requires that all undergraduate elementary education majors take EDT3470 – Technology for Elementary Education. According to the university course catalog, this course provides “An introduction to the contributions of instructional technology to learning and teaching in elementary education.”


Until now, this has been a computer-lab based course in which students work on assignments focused different computer tools (e.g. PowerPoint, Excel, web page development). Based on their interactions with students, EDT3470 instructors became concerned that many students were doing only what they need to do - no more, no less - to complete their weekly assignments. This led to concern that students were not adequately learning how to integrate these technology tools in their actual teaching practice. Another concern shared by instructors was that the course was not taking advantage of an opportunity to promote innovative student-centered teaching strategies.


Adopting Project-Based Learning To address these concerns, EDT3470 instructors redesigned the course during the summer of 2008. A decision was made to adopt project-based (PBL) learning as the unifying pedagogical approach to frame their use of computer tools. PBL is a model of instruction that organizes learning around hands-on projects. These projects are typically complex tasks based on challenging problems or questions that require student problem-solving, design, and investigative activities culminating in tangible and realistic artifacts or products (Krajcik & Blumenfeld, 2006; Thomas, 2000; Barron et al., 1998). PBL


is often supported by computer-based scaffolding tools that aid students’ work and collaboration (Barron et al., 1998). PBL is not a new teaching strategy; the idea of “learning by doing” was supported by John Dewey (1964) and was popular in the early part of the century in the United States (Barron et al., 1998). Research has shown that project-based learning can be successful, so long as adequate structures are in place to scaffold students’ experiences (Barron et al., 1998; Krajcik & Blumenfeld, 2006).


The challenge faced by the EDT3470 instructors in redesigning this course was to introduce the pre-service teachers (course students) to this approach to PBL while also fulfilling the original and primary mission of this course which is introducing the students to various technology tools and their potential classroom application.


Redesigning the Course The primary way the course was revised was by taking the weekly hands-on assignments and reframing them as components of a larger project-based learning unit that the pre-service teachers will build over the course of the semester. Students were placed into teams of 2 or 3 and were helped to develop a project theme to work on throughout the semester. Examples


TOOL Group Blog


Inspiration Software Windows Movie Maker


Microsoft Excel Audacity


Web Authoring Software


by Brian S. Horvitz, Ph.D.


of project themes were selecting and adopting a class pet, planting and caring for a class garden, and planning a school recycling program. Each assignment they collaborated on would become a piece of this larger project-based unit. The intention was to provide continuity, authenticity and a clear sense of purpose for each of their weekly computer tool assignments. Also, in building this unit, students were essentially working through a project of their own, giving the course instructors opportunities to model project-based teaching and giving the students an opportunity to experience this teaching approach from a student’s perspective.


Additionally, students were introduced to PBL as a pedagogical strategy as they read the newly adopted text for the course, Reinventing Project-Based Learning: Your Field Guide to Real-World Projects in the Digital Age (Boss & Krauss, 2007). Students were encouraged to apply ideas from their reading to their weekly assignments in which they developed activities for their hypothetical K-6 students. Some of these activities included using concept-mapping software, creating a audio podcasts, and using movie-making software to make digital stories (see Figure 1).


PURPOSE FOR USE


Demonstrate how their students can collaborate on their project outside the classroom


Using concept maps to visually organize their project ideas


Experimenting with alternate media for students to share concepts, ideas and their project experiences


Using spreadsheets to manage and visualize project data


Creating audio podcasts to communicate with parents about class progress


Experimenting with flexible media for creating a portfo- lio of project


Figure 1: EDT3470 course tools and why they were included in the course.


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36