| Summary: | The purpose of this case study was to understand and describe teachers' responses to
the use of problem-based learning as a model for in-service professional development in
computer technology integration. Seven urban high school teachers from different
disciplines used 8 release days over a 3 1/2-month period to work collaboratively to
address an ill-structured problem. Data was gathered from interviews, self-administered
questionnaires, on-line discussions, observations and teachers' own reflective writings.
A problem-based learning model can provide positive professional development
experiences for teachers in technology integration. Teachers in this study valued and
benefited from the learning opportunities this model provided particularly the support
over time, purposeful work, group collaboration, and time for discussion and reflection.
However, for PBL to be a more effective model for teacher professional development in
technology integration, it may need to be adapted to meet the specific needs of teachers
and the context in which they work. === Education, Faculty of === Curriculum and Pedagogy (EDCP), Department of === Graduate
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