Tech-Know-Build Challenge Grant: Facilitating Problem-Based Technology Integration Kathleen Keck Kathleen Steele Crawfordsville Community Schools Crawfordsville, IN Peggy A. Ertmer James D. Lehman Purdue University West Lafayette, IN

Background

NECC 2001, Chicago 3 Tech-Know-Build Changing Times Indiana is a mostly blue-collar state, and in the past higher education has not always been a high priority. Indiana is a mostly blue-collar state, and in the past higher education has not always been a high priority. But, the digital age is upon us, and there is a need for a more educated workforce capable of lifelong learning and problem- solving. But, the digital age is upon us, and there is a need for a more educated workforce capable of lifelong learning and problem- solving.

NECC 2001, Chicago 4 Tech-Know-Build Changing Pedagogy To meet changing demands, students need to be problem-solvers to contribute to the new economy in a global society. To meet changing demands, students need to be problem-solvers to contribute to the new economy in a global society. Changing expectations require new instructional approaches. Changing expectations require new instructional approaches. Student-centered education is needed to meet 21st-century needs. Student-centered education is needed to meet 21st-century needs.

NECC 2001, Chicago 5 Tech-Know-Build Student-Centered Approaches Problem-based learning Problem-based learning  emphasizes student engagement with ill-structured problems Project-based learning Project-based learning  usually involves students in a specific project or development of a specific product Approaches are often very similar, and we do not draw distinctions for our project. Approaches are often very similar, and we do not draw distinctions for our project.

NECC 2001, Chicago 6 Tech-Know-Build Problem/Project-Based Learning Situated learning in realistic contexts Situated learning in realistic contexts Meaningful problems / projects Meaningful problems / projects Anchor curriculum Anchor curriculum Student inquiry and usually product creation Student inquiry and usually product creation Authentic use of tools (technology) Authentic use of tools (technology)

NECC 2001, Chicago 7 Tech-Know-Build Characteristics Overarching driving question or problem Overarching driving question or problem Student-selected specific questions Student-selected specific questions Student investigations yielding artifacts Student investigations yielding artifacts Collaboration Collaboration Summary/communication of findings Summary/communication of findings

NECC 2001, Chicago 8 Tech-Know-Build Role of Technology Generally not the focus of direct instruction but an authentic tool for Generally not the focus of direct instruction but an authentic tool for  Acquiring relevant information  Gathering and manipulating data  Producing and presenting a culminating presentation, often in multimedia format

TKB Project

NECC 2001, Chicago 10 Tech-Know-Build 5-year Technology Innovation Challenge grant 5-year Technology Innovation Challenge grant Focused on development and implementation of PBL curriculum Focused on development and implementation of PBL curriculum Targeted mainly at sixth grade teachers Targeted mainly at sixth grade teachers Incorporating portable technologies, electronic mentoring, electronic links among partners Incorporating portable technologies, electronic mentoring, electronic links among partners

NECC 2001, Chicago 11 Tech-Know-Build Partners Partners  Crawfordsville Community Schools  Indianapolis Public Schools  Purdue University  Indiana University Purdue University at Indianapolis (IUPUI)  Corporate partners

NECC 2001, Chicago 12 Tech-Know-Build Goals of TKB Develop critical thinking and problem- solving skills needed for success in the 21st century Develop critical thinking and problem- solving skills needed for success in the 21st century Implement a learner-centered problem- based curriculum Implement a learner-centered problem- based curriculum

NECC 2001, Chicago 13 Tech-Know-Build Objectives of TKB Create a consortium of teachers, administrators, pre-service teachers, and community leaders Create a consortium of teachers, administrators, pre-service teachers, and community leaders Develop and implement a professional development program focused on learner- centered and problem-based approaches Develop and implement a professional development program focused on learner- centered and problem-based approaches Create and implement a learner-centered and problem-based curriculum utilizing portable technology Create and implement a learner-centered and problem-based curriculum utilizing portable technology

NECC 2001, Chicago 14 Tech-Know-Build Objectives continued Create a network of electronic mentors for students and teachers Create a network of electronic mentors for students and teachers Equip students and teachers with computer hardware, software, and Internet access Equip students and teachers with computer hardware, software, and Internet access Provide technology training to parents and community members and develop linkages to university computing resources Provide technology training to parents and community members and develop linkages to university computing resources

Professional Development

NECC 2001, Chicago 16 Tech-Know-Build Professional Development Needs School-based School-based Focused on student learning Focused on student learning Embedded in teachers’ daily lives Embedded in teachers’ daily lives Collaborative Collaborative Coaching and follow-up Coaching and follow-up

NECC 2001, Chicago 17 Tech-Know-Build Teacher Development Initial professional development activity was an on-site, semester-long course for 24 middle and high school teachers in the fall of Initial professional development activity was an on-site, semester-long course for 24 middle and high school teachers in the fall of Goals were to: Goals were to:  Promote understanding of PBL  Facilitate development of technology skills  Support teachers’ development and use of PBL activities incorporating technology

NECC 2001, Chicago 18 Tech-Know-Build PBL Initiation 2-day modeling activity 2-day modeling activity  24 teachers  18 students (grades 6-12)  6 preservice teachers Provided first-hand experience with PBL Provided first-hand experience with PBL  Understand the process  Experience changing roles  Use technology as a supporting tool

NECC 2001, Chicago 19 Tech-Know-Build 2000 PBL Modeling Activity Driving question Driving question  What’s in our water, why is it there, and what does it mean to us?

Identifying Investigations Mixed teams brainstormed possible investigation topics related to the driving question. Mixed teams brainstormed possible investigation topics related to the driving question.

Planning Teams planned and conducted their own investigations. Teams planned and conducted their own investigations.

Using Technology Technology was used as a supporting tool. Technology was used as a supporting tool.

NECC 2001, Chicago 23 Tech-Know-Build Presentations As a culminating activity, teams produced multimedia presentations of their investigations. As a culminating activity, teams produced multimedia presentations of their investigations.  Example Example

NECC 2001, Chicago 24 Tech-Know-Build Outcomes In this activity, I feel like I learned a lot of science. In this activity, I feel like I learned new things about using technology. I would rather work by myself than in groups. I did not like the hands-on activities. Compared to what we usually do in school, I liked this activity better. I really do not like school. This project is okay, but it does not really relate to me and my life. Because of this project, I am more confident in my ability to do investigations. Strongly Disagree Disagree Undecided Agree Strongly Agree Likert-type Evaluation Items Grade 6-12 Students Pre-service Teachers In-service Teachers

NECC 2001, Chicago 25 Tech-Know-Build Outcomes ExcitingBoring Too Easy Challenging Fun No Fun WasteWorthwhile WorstBest Semantic Differential Evaluation Items Grade 6-12 Students Pre-service Teachers In-service Teachers

NECC 2001, Chicago 26 Tech-Know-Build Outcomes Responses to open-ended items indicated participants: Responses to open-ended items indicated participants:  Liked working with others and learning to use technology  Felt they learned content, information about the community, and how to use technology  Used words like fun, interesting, exciting, and worthwhile to describe the activity

NECC 2001, Chicago 27 Tech-Know-Build History of the Crawfordsville Laptop Program Spring 1997 – Dr. Glenn, Superintendent, attended the AAL summit in Atlanta Spring 1997 – Dr. Glenn, Superintendent, attended the AAL summit in Atlanta Summer 1997 – purchased laptops for all middle school teachers and some others Summer 1997 – purchased laptops for all middle school teachers and some others Summer 1998 – purchased 225 laptops for students and remaining high school teachers Summer 1998 – purchased 225 laptops for students and remaining high school teachers Summer 1999– purchased 170 laptops for students and all elementary teachers Summer 1999– purchased 170 laptops for students and all elementary teachers Summer 2000 – purchased 245 laptops for students Summer 2000 – purchased 245 laptops for students Now all middle school students are issued a computer Now all middle school students are issued a computer

NECC 2001, Chicago 28 Tech-Know-Build Anywhere Anytime Learning Vision – to have a laptop for every student and teacher Implementation – in stages 1 st teachers 2 nd students

NECC 2001, Chicago 29 Tech-Know-Build Teacher Development Teachers’ laptop agreement Teachers’ laptop agreement Twenty hours of training Twenty hours of training  in house, or  Purdue class beginning Spring ‘98 Proficiency demonstration – projects Proficiency demonstration – projects Sharing expertise with others Sharing expertise with others Own laptop after four years Own laptop after four years

NECC 2001, Chicago 30 Tech-Know-Build Fall 2000 Follow-up Course Extension of on-going professional development involving school and university cooperation Extension of on-going professional development involving school and university cooperation Tailor-made to support integration of technology within problem-based context Tailor-made to support integration of technology within problem-based context

NECC 2001, Chicago 31 Tech-Know-Build Course Activities PBL and other mini-activities PBL and other mini-activities  Spreadsheet activity about 2000 Olympics  Webquest on website evaluation  Online discussion board  Multimedia project on 20 th century history Final teacher-developed PBL units Final teacher-developed PBL units

NECC 2001, Chicago 32 Tech-Know-Build Teachers’ Final PBL Units Why care about rain forest deforestation? Why care about rain forest deforestation? What makes something strong? What makes something strong? What good is math and science? What good is math and science? What makes the good life? What makes the good life? What is conformity? What is conformity? What would it be like to live off planet Earth? What would it be like to live off planet Earth? See unit

Implementation of Projects

NECC 2001, Chicago 34 Tech-Know-Build Project Implementation Teachers implemented project with their classes during the spring of Teachers implemented project with their classes during the spring of As a culminating activity, the school held a Project Fair at the end of the school year at which students and teachers presented project information to parents and the public. As a culminating activity, the school held a Project Fair at the end of the school year at which students and teachers presented project information to parents and the public.

NECC 2001, Chicago 35 Tech-Know-Build Student Projects Here, middle school students worked on a project related to the rain forest. Here, middle school students worked on a project related to the rain forest.

NECC 2001, Chicago 36 Tech-Know-Build Technology Use Students used various technologies including computers and video. Students used various technologies including computers and video.

NECC 2001, Chicago 37 Tech-Know-Build PBL Unit Implementation 65% of teachers implemented their units 65% of teachers implemented their units All agreed that the students learned a lot All agreed that the students learned a lot 86% agreed that students enjoyed the unit (based on 7 survey respondents) 86% agreed that students enjoyed the unit (based on 7 survey respondents) 86% agreed that they would try it again, with some modification 86% agreed that they would try it again, with some modification (based on 7 survey respondents)

NECC 2001, Chicago 38 Tech-Know-Build Strengths Driving question provided a good focus Driving question provided a good focus Students did a good job gathering and presenting information Students did a good job gathering and presenting information Students were interested in the investigations they chose to pursue Students were interested in the investigations they chose to pursue

NECC 2001, Chicago 39 Tech-Know-Build Challenges Time Time Equipment and facilities Equipment and facilities Grouping strategies Grouping strategies Staying focused on driving question Staying focused on driving question Linking investigations to standards Linking investigations to standards Assessment Assessment

NECC 2001, Chicago 40 Tech-Know-Build Impact on Student Learning Content learning Content learning Technology skills Technology skills Working in a group Working in a group

NECC 2001, Chicago 41 Tech-Know-Build Sample Student Products Research papers Research papers  The Colonization of Mars: Is it Possible?  The SETI Institute: Is it Worth It?  Pondering the Fourth Dimension Posters Posters Video Video Presentations Presentations See example

What Have We Learned?

NECC 2001, Chicago 43 Tech-Know-Build Conclusions PBL - promising approach to developing students’ problem-solving skills PBL - promising approach to developing students’ problem-solving skills Technology can play a critical role Technology can play a critical role Students gain content knowledge, technology skills, and abilities to work cooperatively Students gain content knowledge, technology skills, and abilities to work cooperatively

NECC 2001, Chicago 44 Tech-Know-Build Conclusions Modeling is an effective way to help teachers understand PBL, gain confidence, and learn new approaches Modeling is an effective way to help teachers understand PBL, gain confidence, and learn new approaches While PBL can provide many rewards for teachers, it can also be challenging While PBL can provide many rewards for teachers, it can also be challenging Follow-up and support is essential for effective professional development Follow-up and support is essential for effective professional development

NECC 2001, Chicago 45 Tech-Know-Build Questions

NECC 2001, Chicago 46 Tech-Know-Build For more information