Session Information
10 SES 08 C, Research on Programmes and Pedagogical Approaches in Teacher Education
Paper Session
Contribution
Through the end of 20th century, and in the beginning of this century, economies and societies have faced great challenges, and information and communication technology (ICT) has been playing an important role to overcome these challenges. “This has profound implications for education, both because ICT can facilitate new forms of learning and because it has become important for young people to master ICT in preparation for adult life” (OECD-PISA Report, 2003, p.8). According to OECD-PISA report (2003), young people will need to integrate ICT into their adulthood in variety of ways to be able participate in a developed society. K-12 teachers by integrating ICT into their instruction can help young generation master ICT up to some extend. However, teachers should be equipped with the necessary knowledge and skills to be able to accomplish the necessary knowledge and skills.
It is a demanding task to prepare prospective teachers to integrate technology effectively into learning and instructional processes. To meet this demand, teacher education institutions came up with some information and communication technology (ICT) standards, developed new curricula for preservice teacher education programs, and practiced in-service training programs for in-service teachers (Yildirim, 2006). In line with these developments, “Instructional Technology and Material Development” course became compulsory for both primary and secondary education pre-service teacher education programs. In order to provide skills and practice needed to prepare and use a wide range of instructional media and materials for prospective teachers, the course should be designed practice and project oriented. Rooney (1996) indicates, “project-based means student centered, hands-on, active learning, and retention of knowledge” (p. 3). In project-based learning environment, students are provided with authentic context to experience course related concepts, to involve actively in the learning process, and to enhance their understanding of the materials and ideas (Solomon, 2003). In line with these ideas, “Instructional Technology and Material Development” course conduct was redesigned based on project-based learning approach. Even though, project-based learning is highlighted as one of the effective instructional/learning approaches in the literature, there are not enough research studies that investigate the effectiveness of project-based learning at K-12 teacher education level in regard to ICT related material and media development.
Therefore, the purpose of this study is to investigate effectiveness of project-based learning practice in technology based instructional material development process. The investigated themes were implementation of conceptual knowledge to the projects; integration of technology into the projects; contribution of project-based learning to learning the course content; how project-based learning affected prospective teachers’ preferences of technology integration into education; the effect of project-based learning on motivation to learn; and the effect of project-based learning on group work and collaboration.
Method
Expected Outcomes
References
OECD-Programme for International Student Assessment (PISA) Report, (2003). Are students ready for a technology-rich World? What PISA studies tell usç Retreived from http://www.pisa.oecd.org/dataoecd/28/4/35995145.pdf Rooney, K. G., (1996). Project based learning: A how-to guide. Publication of Center for Human Resources, Brandies University. Solomon, G., (2003). Project-base Learning: A primer. Technology and Learning, 23(6). Rretrieved from EBSCO HOST research database. Yildirim, Z., (2006), Competency, Readiness, and Online Learning, Academic Exchange Quarterly, 10(1), 116-120.
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