Integrating Problem-Based Learning with ICT for Developing Trainee Teachers' Content Knowledge and Teaching Skill

By Karami, Mehdi; Karami, Zohreh et al. | International Journal of Education and Development using Information and Communication Technology, April 1, 2013 | Go to article overview

Integrating Problem-Based Learning with ICT for Developing Trainee Teachers' Content Knowledge and Teaching Skill


Karami, Mehdi, Karami, Zohreh, Attaran, Mohammad, International Journal of Education and Development using Information and Communication Technology


ABSTRACT

Professional teachers can guarantee the progress and the promotion of society because fostering the development of next generation is up to them and depends on their professional knowledge which has two kinds of sources; content knowledge and teaching skill. The aim of the present research was studying the effect of integrating problem-based learning with Information and Communications Technology (ICT) on developing content knowledge and teaching skill of trainee teachers. The research design was a quasi-experimental one, and the participants were elementary education trainee teachers of Shahid Bahonar teacher training center of Hamadan, Iran. Two groups were given tests of theory and practice on teaching mathematical concepts at elementary school, and then a multivariate analysis of variance (MANOVA) was conducted to compare the pretest-posttest scores. There was a significant difference, in both multivariate and univariate analyses, in scores. The findings suggest that trainee teachers who integrate problembased learning with ICT in solving a problem may develop more professional content knowledge and teaching skill than those who merely employ ICT.

Keywords: Information and Communication Technology (ICT), Problem-Based Learning (PBL), Content Knowledge, Teaching Skill

INTRODUCTION

Teachers' professional knowledge has two kinds of sources; content knowledge and teaching skill. Teachers usually obtain this professional knowledge in teacher training colleges; however, we should accept that, at least in Iran, the number of teachers who graduate from these colleges is very small. Moreover, trainee teachers in these colleges usually become familiar with teaching methods traditionally. Therefore, their learning may not last for a long time, and as soon as they begin their career in state schools, this will affect their students' learning negatively.

The results of TIMSS studies in 1995, 1999, and 2003 showed that Iranian students have problems with science and mathematics. In 1995, elementary school fourth graders were ranked 25 out of 26 participating countries, and in 2003 they were ranked 22 among 25 countries (Iranian Research Institute for Education 2012). One can say that one of the main reasons of this failure is the method of teaching; since a professional well-trained teacher is able to approach problems in syllabus and the like employing appropriate methods or techniques. How a teacher who either has not been trained in mathematics teaching methodology or has been trained passively can teach students mathematical concepts in an appropriate way. Therefore, employing active and involving teaching methods is not only necessary for students but also teachers themselves should be trained in the similar way. As students learn social interaction and personal thinking through active search, teachers can also learn actively and constructively through experience, since this process provides them with opportunities for obtaining modern knowledge (Aghazadeh 2009).

One of the most efficient methods for trainee teachers' effective and active learning is integration of technology in syllabus. Nowadays, there is a widespread use of Information and Communication Technology (ICT) in education, and a lot of schools around the world have been equipped with technological facilities. Thus, teachers need to exploit the considerable potential of these facilities in education. Churchill (2009) argues that ICT adds a new dimension to teaching effectiveness by enabling teachers to do things that might not be possible within the traditional classroom. Nevertheless, teachers need professional training to be able to integrate technology in the syllabus. Using modern technology alone or without considering learning theories will not be effective. Most teachers in Iran regard MS PowerPoint as the only way of using modern technology in teaching; moreover, some of them do not have sufficient familiarity with efficient use of the software and usually use it for presentation of information. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Integrating Problem-Based Learning with ICT for Developing Trainee Teachers' Content Knowledge and Teaching Skill
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.