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The Quest for Project-based Learning and Preservice Teachers
Copyright 1998 Miguel
Guhlin
When a large group of preservice teachers from a private university
walked in that summer morning, I have to admit, I was scared.
As they trooped in, there was a look of seriousness and zeal on
their young faces. Against this resolve, I knew that I couldn't
rely on the camaraderie of veteran teachers sharing their experiences.
So, as we began the introductions, one part of me handled the
exchange of life experiences and names, while another part gnawed
at the question, "What kind of project can I help them develop
that will allow them to construct a webquest as an example of
project-based learning?"
Research (Cifuentes, 1996) with preservice teachers has found
that:
Courses in educational technology should stress expansion of
preservice teachers' methods beyond lecture and including:
(1) diversification of modeled teaching methods;
(2) student-centered, projects-based learning;
(3) meetings with master school teachers who described and demonstrated
effective teaching methods; and
(4) preservice teacher design of student-centered interdisciplinary
units.
Other studies (Omoregie & Coleman, 1997) have found that
providing professional development for preservice teachers in
project-based learning, development of multimedia projects (i.e.
incorporating video, sound, etc) can lead to increases of 75 percent
academic improvement of preservice teachers and students in core
academic.
As the use of technology increases in our schools, as well as
increased access to the Internet, preservice and classroom teachers
should avoid training that limits them to the four walls of their
classroom. The process for developing projects in which students
in cooperative groups are actively engaged in developing a solution
to a real life, relevant problem is still the same, except that
now technology (i.e. hypermedia software-from PowerPoint, M'Power
and Hyperstudio to web page design tools for students-and Internet
access) is being worked in.
WORKING WITH EXPERIENCED, CLASSROOM TEACHERS
The most significant stumbling block I have found for experienced
teachers has been that of reflection. When I ask classroom teachers
to reflect on how the types of projects they have done with their
students that incorporate cooperative learning, real life problem,
decision-making, they freeze like rabbits caught in the light
of my flashlight during evening walks. Then, I switch the flashlight
off. I say to them, "Forget about using technology in these
projects. Write down what projects you have done, and they don't
have to involve technology." Then, the flow of past projects
begins and they feverishly write these down and we share. Then,
I lead them into an exploration of web quests as an example of
project-based learning.
Other obstacles that tend to make teachers stumble-and I believe
they need to work through these obstacles in the safety of my
classroom-include the wide variety of software tools they must
learn how to use to accomplish the tasks of developing a webquest.
Tools that I use during training include:
Inspiration Semantic mapping tool to facilitate the development
of a webquest introduction, task and the components of Bernie
Dodge's active learning matrix (i.e. inputs, transformations,
and outputs). An example of the web is shown in Figure 1.
Netscape Composer This web page design tool, available for
free, allows teachers to create a web page. Other programs are
available such as AOL Press.
PRESERVICE TEACHERS
While the process is similar to that taken with classroom teachers,
there are some significant differences. Preservice teachers lack
two things that might interfere with their accomplishing the task
of developing an interdisciplinary webquest in cooperative groups.
These two things are:
1) Fear Preservice teachers are not inhibited by such fears
as use of technology programs like PowerPoint, and some have even
developed their own web pages and are required to use email for
their classes. While there were some students who had had little
experience with technology, they were quickly reassured and trusted
the facilitator when he said, "Designing a web page is as
easy as using a word processor," a tool that all students
had used before. They also were happy to help each other without
fear of violating each other's professional space.
2) Cynicism Preservice teachers lacked the cynicism many teachers
have towards technology. Thy are willing to jump into using the
technology to further curriculum goals because they have had prior
positive experiences. Perhaps, these help them look back on the
frustrations of learning new tools from a different perspective
than classroom teachers who have seen various technology fads
come and go.
Another quality that preservice teachers appear to possess, above
and beyond alternative certification teachers and regular classroom
teachers, is a sense of wonder at what they can accomplish and
enthusiasm. As I reflect on successful teachers in the field who
use technology, or any other tool to impact student problem-solving
and decision-making at higher levels, it's obvious to see that
these two qualities are in abundance.
The procedure and materials are available for reading online.
I share them with you below. Your feedback and suggestions are
welcome.
The workshop lasted eight hours, and was divided into two 4 hour
sessions a week apart. The preservice teachers worked with the
following:
Learning Objectives
Develop a familiarity with project-based learning, learning,
and curriculum-technology integration.
Develop a familiarity with various information management and
their use in project development and implementation.
Student Grouping
Participants settled into small groups of 2-3 members.
Procedure
1. Preservice teachers were introduced to the concept of Project-based
learning and then shown webquests as an example of Project-based
learning.
2. Preservice teachers used Inspiration to map out their topics,
develop an introduction and task as part of the Webquest development
process, including the roles that their students would play in
solving the challenging task of the webquest. Special emphasis
was made that the focus be on a challenging scenario or situation
that students would have to collaborate in character to solve,
then to present.
3. Dr. Bernie Dodge's active learning flow matrix was used to
break down the WebQuest process, involving INPUTS, TRANSFORMATIONS,
and OUTPUTS. You can find it at: http://www.mindwrite.cc/tiftech/agendas/activelearningflow.htm
4. At the end of the first session, participants received a copy
of their semantic webs developed using Inspiration. Example available
online at: (http://www.mindwrite.cc/techserv/projects/stmarys/Immigration%20to%20the%20U.GIF
). They also had the assignment of locating Internet-based resources
for use in the webquest.
5. At the beginning of the second session (4 hours), participants
developed a webquest web page using Netscape Composer. They were
instructed to focus on content rather than "glitz" (i.e.
graphics/sound). They were allowed two hours for this portion
of the project.
6. The final two hours were given over to an introduction of
Powerpoint 98. Participants developed a presentation based on
their WebQuest that serves as "teachers' notes" for
their webquest.
7. The last 30 minutes of class was given to group presentations.
Teacher/Student Materials
Should you need a copy of the handouts shared, they are listed
below. Note that you can download the PowerPoint presentations
in Office 97/98 format in case you need to make modifications.
Please feel free to use them so long as credit is given to the
appropriate source.
Session 1
Session 2
Software
- Inspiration 5.0 Semantic Mapping Tool
- Netscape Communicator's Web Page Composer
- MS Powerpoint 98
Hardware
- 17 PowerMacintosh G3 Computers
- HP LaserJet Printer
- Networked to the Internet
After working with the preservice teachers, I revised the process
of introducing regular classroom teachers to webquest. The revised
process is now used during TIFTECH Training, Curriculum &
Instruction Strand. You can find the revised step-by-step at:
http://www.mindwrite.cc/tiftech/agendas/cday2.html
.
As you review the published projects available at: http://www.mindwrite.cc/techserv/projects/
you'll note that the quality of the product of preservice teachers
in developing webquests as examples of project-based learning.
Yet, as one looks at the projects developed and marvels at their
quality, you will also note that the teachers' notes-which some
might term lesson plan for implementation in the classroom-is
not as detailed as one that might be developed by more experienced,
classroom teachers.
From my experiences with enthusiastic and positive experienced,
classroom teachers, I know that the two essential qualities needed
to integrate technology or other tools-enthusiasm and a sense
of wonder-may survive the first, sometimes fatal, year of teaching
preservice and alternative certification teachers have to survive
and learn from.
References
Cifuentes, L. (1996) From Sages to Guides: A Professional
Development Study. ERIC_NO: ED397036. Paper presented at the Annual
Meeting of the American Educational Research Association (New
York, NY, April 8-12, 1996)
Omoregie, M. & Coleman, B. (1997). Technology infusion: The
impact of technology infusion in creating quality instructional
materials. ERIC_NO: ED415213. 12p.; Paper presented at the Annual
National Conference on Creating the Quality School (6th, Oklahoma
City, OK, March 20-22, 1997).
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