Primary school teachers' perceptions of their experience in using ICT for project-based learning
In recent years, project-based learning (PBL) and the use of information and communication technologies (ICT) in teaching and learning have
been given a prominent place in the national educational goals of many
governments. Nowadays, ICT-assisted PBL is a widely discussed topic
in the local school sectors. However, researches on its actual practice
are scarce. ICT-assisted PBL is a relatively new teaching and learning
strategy and the study of the frontline educators' perceptions of the
actual practice of PBL is imperative for understanding the
practicability and limitations of the strategy. This research primarily
aimed at acquiring a deeper understanding of the implementation of
ICT-assisted PBL in primary schools through exploring the teachers'
perceptions of their PBL experience in using I CT. Ten primary
teachers who have been adopting PBL with the assistance of ICT were
interviewed. Issues pertaining to their PBL goals and learning
outcomes, student autonomy, the teacher's facilitation, students'
collaborative work and the computer infrastructure and ICT usage are
the discussion foci.
The research findings provide a deeper
understanding of the problems faced by the teachers in PBL and the
methods and strategies they used in PBL. The specific roles of the use
of ICT in their current PBL practices are also identified. The findings
provide useful groundwork for further investigations about how the
usage of ICT can be more closely tied to the problems faced by teachers
in PBL, and assisting their own professional development.
MSc[ITE] dissertation - Luk Kim Fong
School:The University of Hong Kong
School Location:China - Hong Kong SAR
Source Type:Master's Thesis
Keywords:problem based learning computer assisted instruction china hong kong group work in education project method teaching elementary school teachers attitudes
Date of Publication:01/01/2004