Student-Centered Teaching with Constructionist Technology Tools

Using the theoretical framework of “craft” highlighted by Richard Sennett (2008) in The Craftsman, this chapter focuses on constructionism and the implications of project-based learning in an undergraduatelevel pre-service teachers’ technology integration course. The chapter evaluates an approach to teaching undergraduate pre-service teachers to teach children to use constructionist technology tools, including Web 2.0 technologies – wikis, blogs, podcasts, etc. Data were collected and analyzed to document preservice teachers’ experiences with these tools as well as to gauge their level of confidence in teaching with the technology in their future classrooms. Data collected included pre-post concept maps, pre-post preinternship interviews, and learning artifacts. Analyses show an increase in pre-service teachers’ complexity of knowledge and awareness of Web 2.0 tools and skills, and a moderate impact on their beliefs about student constructionism in their future classrooms.

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Integrating computer-related technology into instructional practice at a higher learning institution in Malaysia

IIUM Journal of Educational Studies ◽

10.31436/ijes.v5i1.152 ◽

2018 ◽

Vol 5 (1) ◽

pp. 76-92

Author(s):

Issa Omar Malecela

Keyword(s):

Web 2.0 ◽

21St Century ◽

21St Century Skills ◽

Project Based Learning ◽

Higher Learning ◽

Career Readiness ◽

Structured Interviews ◽

Pedagogical Approach ◽

Web 2.0 Tools ◽

Technology Tools

Malaysian Higher Learning institutions have embraced the 21st century skills in teaching and learning to ensure career readiness among learners. Information Communication Technology tools provide the opportunity for educators to address problem-solving and project-based learning in both face-to-face and blended learning. However, there have been issues of educators’ awareness and skills in utilizing the technology tools in the instructional processes. This study attempts to explore the experience and awareness among lecturers to integrate computer-related technologies in undergraduate classrooms. In-depth semi-structured interviews were conducted with two lecturers who are experts in foreign language and one from Instructional Technology field. In-depth semi structured interviews and observations became the main qualitative instruments for this study. The purpose of the study sought to reveal the pedagogical approach and types of Information technology adopted in the classrooms. This study addressed their awareness and issues related to the use of technology in the classroom. The results were thematized based on Web 2.0 tools integration, pedagogical approach in addressing higher order thinking skills and student career readiness. Lecturers were found to be aware of the relevance of Web 2.0 tools for instructional purposes. However, they highlighted low internet speed as the main challenge in their efforts to integrate technology into their instructional activities. This research contributes to the area of TPACK (Technology Pedagogical Content Knowledge) by highlighting the application of computer-related technologies into classroom instruction and how such technologies are matched with learner-centered instructional strategies to enhance learners’ 21st century skills that are essential for career readiness.

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Exploring Learners' and Teacher's Participation in Online Non-Formal Project-Based Language Learning

International Journal of Computer-Assisted Language Learning and Teaching ◽

10.4018/ijcallt.2018070104 ◽

2018 ◽

Vol 8 (3) ◽

pp. 73-90 ◽

Cited By ~ 1

Author(s):

Jessica Sampurna ◽

Agnes Kukulska-Hulme ◽

Ursula Stickler

Keyword(s):

Content Analysis ◽

Web 2.0 ◽

Language Learning ◽

Digital Technologies ◽

Project Based Learning ◽

English Learning ◽

Educational Context ◽

Online Data ◽

Web 2.0 Tools ◽

Google Docs

This article reports on the implementation of online project-based language learning in a non-formal educational context. Project-based learning may enable additional out-of-class language practice and digital technologies can support this activity, but little is known about whether learners will participate. Twenty-one tertiary learners from across Indonesia used multiple Web 2.0 tools to collaboratively create English learning materials for children as a project over the course of four weeks. Online data, learners' reflections, and interviews were analysed using content analysis. The study explores participation levels among learners and their teacher. Findings suggest that while learners' participation varied considerably, the teacher's participation was consistently the highest in all platforms except Google Docs. Learners had different attitudes towards their own and their peers' contribution, but generally valued the teacher's participation.

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Pre-Service Teachers’ Experiences and Views on Project-Based Learning Processes

International Education Studies ◽

10.5539/ies.v10n7p18 ◽

2017 ◽

Vol 10 (7) ◽

pp. 18 ◽

Cited By ~ 5

Author(s):

Funda Dag ◽

Levent Durdu

Keyword(s):

Group Work ◽

Descriptive Study ◽

Project Based Learning ◽

Learning Processes ◽

Information And Communications Technology ◽

Learning Approach ◽

Student Centered ◽

Student Centered Learning ◽

Teachers Experiences ◽

Teaching Programs

Project-based learning (PjBL) has been promoted as an effective and frequently used student-centered learning approach for various learning environments. To have various learning experiences with PjBL is an important requirement for pre-service teachers (PSTs). The purpose of the study was to investigate the experiences PSTs had with group work and collaboration, resources and research methods, the problems they faced, and the strategies they used to overcome these problems during the information and communications technology (ICT)-integrated PjBL process, as well as their thoughts concerning learning processes in PjBL. The participants in the study consisted of 413 PSTs in six different teaching programs who took the course Computer 2. Qualitative methods were used in this descriptive study. The results revealed that PSTs perceived the PjBL processes mostly positively and also that they thought the PjBL process contributed to their learning and helped them gain PjBL skills. PSTs formed groups based on their own preferences. PSTs perceived that the PjBL process based on group work that was implemented advanced their problem-solving and collaboration skills.

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An investigation of the factors that influence preservice teachers’ intentions and integration of Web 2.0 tools

Educational Technology Research and Development ◽

10.1007/s11423-015-9410-9 ◽

2015 ◽

Vol 64 (1) ◽

pp. 37-64 ◽

Cited By ~ 43

Author(s):

Ayesha Sadaf ◽

Timothy J. Newby ◽

Peggy A. Ertmer

Keyword(s):

Preservice Teachers ◽

Web 2.0 ◽

Web 2.0 Tools

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The Most and the Least Enhanced Speaking Skill ( Fluency, Accuracy of Grammar, and Accuracy of Vocabulary) by a Web 2.0 -Enhanced Project-Based Learning Instructional Program of the Jordanian EFL Female Eleventh Grade Students

مجلة الجامعة الإسلامية للدراسات التربوية والنفسية ◽

10.33976/iugjeps.29.1/2021/25 ◽

2021 ◽

Vol 29 (1) ◽

Keyword(s):

Web 2.0 ◽

English Language ◽

Instructional Program ◽

Project Based Learning ◽

Web Pages ◽

Web 2.0 Tools ◽

Website Development ◽

Post Test ◽

Speaking Skill ◽

Youtube Videos

The present study attempts to find out the most and the least speaking skill (Viz. Fluency, accuracy of grammar, and accuracy of vocabulary) that was enhanced by a web 2.0-enhanced project-based learning instructional program. The study followed the experimental design pre-post test. The participants of the study were (21) female Jordanian eleventh grade students who studied English language as foreign language (EFL). They were purposefully selected from a school in Jordan. The instructional program was designed based on the use of project-based learning procedures that were enhanced by the use of web 2.0 tools specifically a weebly website, a Facebook messaging group, some YouTube videos, Wikipedia, some blogs and related websites. Students were asked to create and develop websites on the Internet using weebly. Through the website development process, the students worked in groups to discuss topics and also to present the web pages of the websites orally after developing them as the final products of the project. After that, the students were tested using the speaking post-test to find out the development for each speaking skill. After the appropriate statistical analysis, it was found that the three speaking skills were developed, and the most speaking skill enhanced by the instructional program was vocabulary followed by fluency, and the least enhanced skill was grammar.

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EFEKTIFITAS PENERAPAN PROJECT BASED LEARNING BERBANTUAN WEB 2.0 TOOLS DAN DEMING CYCLE PADA MATAKULIAH PEMECAHAN MASALAH MATEMATIKA

Kelola Jurnal Manajemen Pendidikan ◽

10.24246/j.jk.2015.v2.i2.p196-202 ◽

2015 ◽

Vol 2 (2) ◽

pp. 196

Author(s):

Nohel Yemima

Keyword(s):

Web 2.0 ◽

Teacher Education Program ◽

Project Based Learning ◽

Control Group ◽

Primary School Teacher ◽

Learning Achievement ◽

Web 2.0 Tools ◽

Achievement In Mathematics ◽

Experimental Group ◽

Mathematics Problem

<p>This is a Quasi Experimental research which aimed to know the effectiveness of implementing Project Based Learning (PBL) with assistance of Web 2.0 tools and Deming Cycle towards the learning achievement in Mathematics Problem Soving Course of undergraduate students in Primary School Teacher Education Program in Satya Wacana Christian Univerisity (PGSD, UKSW). This research included 52 students which were devided into two classes consist of 26 students. In the experimental group, the treatment were given by implementing a PBL with Web 2.0 tools and Deming Cycle whereas in control group, PBL was implemented but without the use of Web 2.0 tools and Deming Cycle. The T-Test anylisis showed that the experimental group had the significant increasing of learning achievement compare to the control group. As the result, in the third term of 2013/2014 accademic year, it is effective to improve students learning achievement in Mathematics Problem Solving Course by implementing PBL with the assistance of Web 2.0 tools and Deming Cylce.</p>

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Enhancing Young Learners’ Writing Skills Through the Application of Web 2.0 Tools and Educational Technology in Project-Based Teaching and Learning: An Action Research Study

International Journal of English Linguistics ◽

10.5539/ijel.v11n6p14 ◽

2021 ◽

Vol 11 (6) ◽

pp. 14

Author(s):

Irene Manidaki ◽

Makrina Zafiri

Keyword(s):

Educational Technology ◽

Action Research ◽

Primary School ◽

Web 2.0 ◽

Effective Means ◽

Writing Skills ◽

Project Based Learning ◽

Web 2.0 Tools ◽

Google Docs ◽

Young Learners

This research probed into the application of educational technology and Web 2.0 tools in Project-Based Learning (PBL) to 6th grade Greek Primary School learners who are learning English as a foreign language. More particularly, this research probed into the teaching of writing skills to the aforementioned students through Web 2.0 tools and Project-Based Learning. Action research was conducted in which sixteen learners who attend a Greek State Primary School participated; they were involved in a five-month differentiated instruction program using Google Docs and blogs. Pre-tests and post-tests were distributed to the learners to investigate their level of writing skills according to criteria related to the learners’ overall ability to complete the writing tasks and the quality of writing production, namely spelling and punctuation, vocabulary range, accuracy and appropriacy, and to evaluate their improvement respectively. Qualitative research was also conducted: pre- and post-semi-structured interviews investigated their attitudes concerning the effectiveness of PBL in combination with Google Docs and blogs in terms of collaboration and process writing. The researchers/teachers also kept a reflexive journal which concentrated on the use of Web 2.0 tools, the writing processes, and the collaboration which took place amongst and between the learners and their teachers (who were also the researchers). Findings revealed that integrating project-based learning with educational technology and Web 2.0 tools was an effective means of enhancing young learners’ writing skills.

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Using Environment-Based Education to Transform the School Campus

Marketing the Green School - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-4666-6312-1.ch015 ◽

2015 ◽

pp. 211-220

Author(s):

Deirdre C. Greer ◽

Pam Wetherington

Keyword(s):

Project Based Learning ◽

Social Emotional ◽

Student Centered ◽

Green Schools ◽

Environmentally Sustainable ◽

Education Environment ◽

The Social ◽

Approach To Teaching ◽

Curriculum Project ◽

Sustainable Schools

A focus on building environmentally sustainable schools emerged in the 1990s; however, building green schools is cost prohibitive due to limited education construction budgets. One solution is to engage children in transforming existing schools while incorporating environment-based education. Environment-based education is a form of project-based learning that employs a student-centered approach to teaching integrated curriculum. Project-based learning has been shown to be beneficial in supporting the social, emotional, physical, and cognitive development of students. Benefits of project-based learning include building a sense of community within the classroom, encouraging parent involvement, increased motivation and engagement, and increased academic achievement. This chapter explores possibilities for transforming existing schools to be more environmentally friendly, considering the benefits of engaging students in authentic projects and providing examples of ways to get students of all ages involved in projects that can extend environmental awareness from the school to home and into the community.

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