Embedded Files
Technology is a significant tool in Project-Based learning, because the students need to collaborate and communicate constantly. Technology tools can aid in all those processes. The following research cites the importance of collaboration in science classes, as well as ways teachers have improved collaboration and communication through technology use.
Technology is a significant tool in Project-Based learning, because the students need to collaborate and communicate constantly. Technology tools can aid in all those processes. The following research cites the importance of collaboration in science classes, as well as ways teachers have improved collaboration and communication through technology use.
ChanLin, L.J. (2008). Technology integration applied to project-based learning in science. Innovations in Education and Teaching International; 45 (1) pg. 55.
In this study, students were observed as they did project based learning that integrated online research and website development. The researcher found that students constructed significant knowledge through Project-Based learning. The students and teachers seemed to benefit from PBL, and the integration of technology allowed students to construct knowledge differently. They employed higher level thinking skills to use their research in a website and present it to others. The researchers recommended more direct teaching of technology skills and group process skills so students could get more out of the very rich process.
Chen, P. and McGrath, D. (2003). Moments of joy: Student engagement and conceptual learning in the design of hypermedia documents.Journal of Research on Technology in Education; 35 (3), pg. 402.
This study investigated student engagement as they worked on a multimedia project, and it assessed the nature and depth of the content learning. They found that the integration of technology and collaboration increased social participation, and willingness and motivation to learn. They attributed this high engagement to the authorship idea, where students had a web-based, authentic audience for their product. The students also achieved higher-level content understanding as a result of having to organize it using online multi-media tools.
Giles, R. M. (2003). Behaviors, interactions, and perceptions of junior high school students during small-group learning. Journal of Educational Psychology, Vol 95(1), pp. 137-147. http://dx.doi.org.proxy195.nclive.org/10.1037/0022-0663.95.1.137.
This study focused on middle school students engaged in collaborative learning groups in Australia. They discovered that students who had more structured groups gave better feedback and had better experiences. Specifically, children in non-structured collaborative groups had more noncooperative behaviors than in structured groups, while students in structured groups engaged in more task-related verbal interaction for open-ended questions. The teacher facilitated structure also allowed for higher level thinking skills and wider repertoire of skills. It is important to note that collaborative behaviors were similar, however, early in the year, and diverged as the year progressed.
Kim, NJ., Beller, B. R., and Walker, A. E. (2018). Effectiveness of computer-based Scaffolding in the context of problem-based learning for STEM education: Bayesian Meta-analysis. Educ Psychol Rev (2018) 30:397–429.
The implication of computer-based scaffolding was considered as a meta-analysis to correct for past studies that had small sample sizes. They acknowledged the importance of scaffolding in problem-based learning, where the students receive differentiated instruction based on their questions and the point of problem solving. They determined through this meta-analysis that there is not enough specificity in computer-based feedback, and it still relies on the relationship between the student and the teacher to develop deeper learning.
Lai, CL., and Huang, GJ, and Tu, YH. (2018). The effects of computer-supported self-regulation in science inquiry on learning outcomes, learning processes, and self-efficacy. Education Tech Research Dev 66: 863. https://doi-org.proxy195.nclive.org/10.1007/s11423-018-9585-y.
This study pursued the use of technology in inquiry activities and its impact on self-regulation in class. The researchers cite evidence that inquiry is vital to science education, but there is often little pedagogical support for self-regulation. Students who are intrinsically self-regulated are more successful in drawing higher level conclusions and persevering in scientific inquiry. They investigated a system of online organization for the inquiry lesson, as shown in their figure 2 below:
Liu, S. HJ., Lan YJ., and Ho C. YY. (2014). Exploring the relationship between self-regulated vocabulary learning and web-based collaboration. Journal of Educational Technology & Society , Vol. 17(4), pp. 404-419.
This study looked at the efficacy of using technology to collaborate. They measured the learning and engagement, as well as the self-regulation, or learners who collaborated with their groups face to face and online using Google docs. They did a significant statistical analysis of the impact of online collaboration, and found that it does positively affect learning. Since it is just a tool, those students with higher motivation and interest still used it at higher levels, but the impact across the board with academic self confidence and proficiency was high.
Google Sites
Report abuse