Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3664
Title: Conflicts in Pedagogical and Technical Knowledge: Pre-service Teachers’ Understanding and Misconception of Integrating Technology into PBL Lessons
Authors: So, Hyo-Jeong
Kim, Bosung
Issue Date: Jun-2006
Publisher: International Society of the Learning Sciences
Citation: So, H. & Kim, B. (2006). Conflicts in Pedagogical and Technical Knowledge: Pre-service Teachers’ Understanding and Misconception of Integrating Technology into PBL Lessons. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 2 (pp. 994-995). Bloomington, Indiana, USA: International Society of the Learning Sciences.
Abstract: Fifty-one pre-service teachers' understandings and misconceptions of Information and Communications Technology (ICT) and Problem-based Learning (PBL) integration were examined in this study. Data from questionnaire and student projects were analyzed to identify the conceptual and practical difficulties integrating ICT tools into PBL lessons. While participants showed good theoretical understandings of PBL approaches, their lesson designs showed a mismatch between ICT tools and learning objectives, indicating conflicts in translating pedagogical knowledge into technology-integrated lessons.
URI: https://doi.dx.org/10.22318/icls2006.994
https://repository.isls.org//handle/1/3664
Appears in Collections:ICLS 2006

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