Findings suggests that the same teachers who use the most PBL also tend to use the most technology.
Here is a research snapshot from our site.

How do we understand this?

Conducting projects may stimulate use of technologies (for research, production of materials, presentations, collaboration, etc.)
At the same time, technologies may facilitate use of PBL (making projects easier to find, manage, assess, etc.)

To make matters worse, some teachers or schools may just be more innovative, or otherwise inclined toward using both new technologies and PBL.
This may “explain away” the relationship somewhat, but not entirely.

What do you think?  How do you use technologies to support PBL?

Jason

ISTE 2010, Denver (June 29, 2010)

SITE 2010, San Diego(April 2, 2010)

The final and most concise paper on this topic will be on display at meetings of the Association of Educational Communications and Technology (AECT).

Thursday, October 28,
10:30 am - 11:30 am
Hyatt Regency Orange County - Anaheim, CA
North Tower - 2nd Floor / Salon VII)

Title: Assessing the impact of online technologies on PBL use in US high schools 

Abstract:
This paper examines online technologies that can support project based learning (PBL) and how much use of these technologies relates to time spent on this approach to instruction, perceived preparedness and ability to overcome challenges. It examines the responses of 331 teachers, from intentionally varied types of high schools, who used PBL or similar practices to teach math, science, social studies or English.  Findings suggest that teachers report more use of PBL, fewer perceived challenges, and a greater sense of preparedness when they use online technologies to support their practice.  While use of technologies differs across school type and subjects, the relationship of their use to PBL use is surprisingly consistent.  Results help us understand the prevalence of technology uses for PBL and how these are related to PBL use and perceptions, with implications for how new technologies might help extend the reach of PBL-related instructional reforms to more schools.

We will have a whole hour and I’m looking forward to showing new slides, courtesy of Alfred. 

We may have time to review some of the other findings from the study too.

I’ve concluded that effective PBL use is a more important goal than technology integration. 
The direction of causality that interests me is how technology can make PBL better, not how PBL can help integrate technology. 

The result may be the same, but it’s easier for me to think one way not the other.  Does that make sense?

Concerning my own technology use, for this research I’ve most often used a word processor, SPSS and Excel, and the occasional Powerpoint.  We didn’t even ask about these kinds of technologies in our study.  However, I used the Internet to track down teachers from school wide workshops, to contact teachers and provide incentives, to administer the survey, to present findings on our web site, and now to discuss these findings with you. 

When I was a teacher, I taught computers and social studies.  My students used computers to construct databases and analyze data about their lives and communities (pets, number of televisions, etc.).  Surprised?

It would be great to hear about your uses of technology to support PBL and/or PBL to support technology integration.  I’ll bet we could put together quite a list.  Does someone else want to share their story?

Maybe PBL could be taught as a separate subject for people who study for a masters degree in human services. This could prove to be something positive as this way more people could help by spreading the word about PBL. What do you think?

I was thinking about setting up a Teaching The Teacher Online conference where different PBL strategies could be promoted. The conference could also have workshops and other useful activities for teachers who want to improve.