Problem-based learning (PBL) is a student-centered, active teaching strategy in which students are inspired and motivated to be the drivers of their own education and allow them to work collaboratively with their peers to solve open-ended problems (Silva et al., 2018). According to Yew & Goh (2016), “PBL is a pedagogical approach that enables students to learn while engaging actively with meaningful problems. Students are given the opportunities to problem solve in a collaborative setting, create mental models for learning, and form self-directed learning habits through practice and reflection” (p.2). Rather than presenting the facts directly to the learners, complex real-world problems are presented, which helps break traditional teaching methods where students play a passive role in classrooms. It is these problems to be solved that enhances motivation in learning.
Problem-Based Learning can be dated back to the conceptualization of the pragmatic education philosophy by John Dewey. This philosophy “rejected the dualistic epistemology and metaphysics of modern philosophy in favor of a naturalistic approach that viewed knowledge as arising from an active adaptation of the human organism to its environment” (Field, n.d. p.1).
Delegate your assignment to our experts and they will do the rest.
This philosophy is based on p rogressive education concepts, which defines that people learn by doing (experiencing reality) (Gouinlock, 2019). In other words, Dewey believed that for students to adapt and learn effectively, they must interact with their learning environment effectively. He advocated for creating a democratic learning environment where the teacher and the learners had an equal voice to improve the learning experience.
The best way for students to learn is by motivating them to engage in critical thinking to solve their problems. According to Delisle (2019), “all education involves either problem solving, or preparation for problem-solving, teachers show students how to answer questions and solve problems” (p.1). Thus, by letting the students play a passive role in the classroom, they may ineffectively learn by memorizing the materials without having an in-depth understanding. This is mainly because the students may not have the ability to clearly identify the problems being solved or have a chance to investigate the solutions to the said problem by themselves. Therefore, using the Problem-based learning (PBL) strategy in classrooms helps students probe the problem and find solutions, which improves their comprehension.
Problem-Based Learning (PBL) allows the learners to be responsible for their learning process. It requires them to “ integrate various areas of knowledge, and it seeks to present real problems to promote the development of skills for self-directed learning” (Silva et al., 2018 p.160). Thus, with PBL, “the learners take the center of learning, facilitates the development of self-awareness, makes use of motivation, requires the curriculum to be organized around holistic problems, promotes professional training in small group relationships and encourages learning skills” (Silva et al., 2018 p.163) . Therefore, this teaching method is crucial to enhance how the students interact with their learning environment, which addresses their needs effectively.
Technology Integration
The expansion of technology has largely shaped the 21st century. Almost every aspect of life is shaped by technology. According to Ghavifekr & Rosdy (2015), “technology integration nowadays has gone through innovations and transformed our societies that have totally changed the way people think, work and live” (p.175). Due to these changes, schools have been at the forefront to take advantage of this phenomenon. Ghavifekr & Rosdy (2015) defines ICT Integration in education as “the use of computer-based communication that incorporates into daily classroom instructional process” (p.175). Technology implementation in education provides a dynamic and proactive teaching-learning environment and prepares the learning for the digital era. That is why countries worldwide, both developed and developing, are making educational reforms focusing on ICT integration (Turugare & Rudhumbu, 2020). Thus, the importance of technology in education cannot be overlooked.
There are numerous pedagogical benefits of integrating technologies in learning. Firstly, technology integration in learning facilitates blended learning, which is a combination of online and face-to-face learning (Kintu et al., 2017). According to Mpungose (2020), face-to-face learning is traditional. It excludes students' experiences because it occurs in the presence of a lecturer depositing knowledge for students in a demarcated classroom, using traditional methods (lecturer-centered) and traditional resources like textbooks, chats, chalkboards, and others” (p.2). However, face-to-face learning can be hindered by various factors, including pandemics. Therefore, technology facilitates the delivery of knowledge virtually regardless of the occurrence of such pandemics.
Although technology facilitates online learning, Mpungose (2020) warns that technological integration should not replace traditional face-to-face learning in schools. The adoption of technologies in e-learning should factor in the digital divide, which is “the gap between those who have and do not have access to computers and the Internet” (Mpungose, 2020 p.2). While some countries can effectively afford to offer digital learning in their schools, others cannot afford it due to the huge digital divide gap. Thus, there is a need to use blended learning in schools rather than doing away with traditional face-to-face education. Blended learning has numerous benefits to the learners, as discussed by (Turugare & Rudhumbu, 2020):
Blended learning enhances active engagement and cognition. Technology in the classroom enhances the way the learners interact with their environments. These authors argue that learners are more engaged in learning environments that incorporate technologies. Likewise, learners tend to perform well in areas that require demonstration of higher-order thinking using technologies in the learning environment. The use of technologies in education also enhances collaboration. The students learn to work together by analyzing and solving complex problems they encounter collaboratively. Furthermore, the use of technologies within the learning environment enhances the learner’s retention of knowledge. As discussed above, creating an environment that enables the learners to interact with their environments helps them understand their problems and deduce mechanisms to solve them. Thus, rather than memorizing the concepts, students get to understand them. Moreover, integrating technologies in learning facilitates enhanced feedback and interactivity. These technologies have created a mechanism for evaluating learners and give real-time feedback. This has been an effective way for students to make improvements.
Education digitization has also facilitated access to various learning resources regardless of the geographical limitations (Aljawarneh, 2019). The use of ubiquitous technologies in education has facilitated the establishment of “effortless interaction between authentic and digital learning resources and at the same time offering personalized learning opportunities as well” (Aljawarneh, 2019 p.1). This technology offers flexibility for the learners and can be customized to suit the learners’ needs. Therefore, the importance of using technologies in education has been vital.
Despite the numerous advantages of integrating technologies in learning, learning institutions still face technical difficulties, interrupting the learning process. Lack of technicians and insufficient infrastructures, such as computer labs and ICT equipment, has been a major challenge to most schools. Another challenge with IT integration in education has been the “lack of systematic and sustainable approaches for staff development to support effective technology integration” (Turugare & Rudhumbu, 2020, p.17). Moreover, some schools use obsolete technologies, which discourages mots millennials. Most millennials are born with these evolving technologies; thus, they have many expectations on ICT integration in classrooms. Therefore, these are some of the contributors that affect the acceptance of ICT integration in the classrooms. Thus, success with these technologies requires a multi-faceted approach.
The ASSURE Model for Instructional Design
This is a procedural and systematic approach teachers use to design an instructional model that integrates technology and multimedia in the learning process. ASSURE, developed by Heinrich and Molenda in 1999, is an acronym for the various six steps, followed in implementing the model (Faryadi, 2007). Most teachers prefer this model due to its applicability to suit the students' needs and its simplicity. With the ASSURE model, teachers develop a road map to help their students succeed in their learning (Faryadi, 2007). Moreover, this model fits well in blended learning environments; thus, it helps teachers develop the most suitable learning environments by using technology in conjunction with face-to-face training.
Analysis of Learners
This step requires the teacher to study their audience before the design can be conceptualized. Without this analysis, the plan or design may prove to be ineffective. Understanding the needs of the learners helps the teacher to offer differentiated learning. Thus, the teacher can take it requires to make the learners successful.
The students in this study are middle school English language learners (ELLs). With the increasing number of immigrants to the US, students from non-English speaking countries have also increased. Due to their diverse racial, ethnic, and linguistic backgrounds, these students have found it hard to take English lesson classes. Thus, there is a need to address their educational needs.
Analysis of Technology in the Local Setting
The last five years have seen the school adopt technology to incorporate blended learning. The school has five projectors used by students for presentations. Likewise, the school has internet access, which facilitates easier access to learning materials. The computer lab has over forty desktop computers, all functional. It is the duty of the school computer lab technician to ensure that the IT infrastructure is in good shape. Likewise, the teachers are provided by the school with laptops to assist them in instructional learning. There are audio enhancement devices fitted in the classrooms for audibility. The classrooms are also fitted with smartboards. Moreover, learners are provided with tablets to assist them in learning.
Standards and Objectives
This study will be directed by the World-Class Instructional Design and Assessment (WIDA) English Language Development (ELD) Standards . Virginia has been a member of the WIDA Consortium since 2008. The ELD Standards “represent the social, instructional, and academic language that students need to engage with peers, educators, and the curriculum in schools” (WIDA, 2019, P.1). These standards help assess English proficiency to students identified as English learners. This evaluation is executed based on four proficiency domains (Model Performance Indicators (MPI)) , namely: “ listening, speaking, reading, and writing” (WIDA, 2019, P.1) . The WIDA standards will be used in conjunction with the International Society for Technology in Education (ISTE) standards, guiding the teacher’s ways to use technology in the classroom. The ISTE standards contain the expectations from the students, teachers, collaborators, and the designers of the technologies used in classrooms.
The curriculum standards for this lesson include:
Social and Instructional language: “English language learners communicate for Social and Instructional purposes within the school setting” (WIDA, 2019, P.4).
The language of Language Arts: “English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts” (WIDA, 2019, P.4) .
The ISTE standards for this lesson include:
Empowered learner: “ Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences ” (ISTE, 2016, p.1).
Innovative designer: “ Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions ” (ISTE, 2016, P.1).
Specific and measurable learning objectives
The objectives of this lesson are:
Learners will demonstrate their understanding of using transitional phrases while making audio presentations in classrooms.
Learners will demonstrate their skills in using Microsoft Word to highlight key vocabularies and key concepts in a passage.
Learners will create a PowerPoint presentation summaries from an English passage or after watching videos.
Planning the Strategies, Technology, Media, and Materials
This study will help non-native English speakers in middle schools learn English as a second language in the US. This study will be aimed at helping these students reach full academic potential in the US education system. The strategy that will be used in this study the English learning activities will be divided into small manageable tasks. The tutor will give detailed step-by-step instructions and demonstrations using graphics to enhance each task's students' understanding. For every lesson, reinforcement exercises will follow to enhance the students’ understanding.
Engagement Level and Integration Level
Collaborative Learning, Adoption Level
Students: English language learners in middle school. To help these students reach full academic potential in the US education system requires teaching them English as a second language.
Teacher: An experienced English language teacher. Has taught English for the last twenty years
Setting : School computer laboratory and in-class learning.
The following technology, media, and materials will be used:
Projector
Audio enhancement devices (microphones)
Laptops/computers
Smart tables
PowerPoint slides
Microsoft Word
Utilizing Technology, Media and Materials
The first step will be to divide the students into small groups of four. Each group will be assigned two computers in the computer lab. During the lessons, the teacher will take the first fifteen minutes to introduce the students to the content to be learned. The teacher will demonstrate to the students how to carry out the exercises using a projector. After that, the teacher will give reinforcement activities to be completed by the groups. In some lessons, the teacher will issue the groups with a passage that requires paraphrasing or written summaries in MS Word. The teacher will assess these exercises by checking the plagiarism level or checking whether the ideas flow logically. Likewise, the teacher will provide the learners with videos that they will be required to listen to and write down summaries in PowerPoint presentations.
Requiring Learner Participation
The students will be required to collaborate with their peers in completing the assigned tasks actively. The students will be required to make presentations in six minutes to the rest of the class. For every presentation, each member will take the leadership role, which will ensure that every member actively collaborates in the learning process. In some instances, the teacher will issue the students with group assignments; each student will be required to complete their portion of the group grading assignment. The group performance will be based on the input of each student. This will enhance student collaboration in the groups. Moreover, the groups will be asked to swap the assignments for peer review and critique.
Evaluating and Revising
The evaluation will be conducted to determine the effectiveness of the program. The English learners will be evaluated based on the above-identified specific objectives. The teacher will use a scale of five (0=poor 1=can do better 2=good work 3=better 4=best 5=excellent) to evaluate the learners. Low scores in the exercises will require the teacher to make adjustments to the lessons. On the other hand, higher scores will indicate that the students have achieved the set objectives. The teacher will also have a rubric to be used to grade the students. Rubrics are important as they reflect the performance of the learners based on “criteria and standards for different levels of performance and describes what performance would look like at each level” (Rodgers & Kaplan, 2011, P.1) . Thus, rubrics will be crucial to evaluating the learners by the teacher.
For the evaluation, students will demonstrate their ability to use the provided instructional technologies with minimal or no teacher assistance. Likewise, the learners will be required to demonstrate their ability to use complex English language terms to show their comprehension. Moreover, the students will be required to demonstrate their leadership skills in leading their respective groups.
References
Aljawarneh, S. A. (2019). Reviewing and exploring innovative, ubiquitous learning tools in higher education. Journal of Computing in Higher Education . https://doi.org/10.1007/s12528-019-09207-0
Delisle, R. (2019). What Is Problem-Based Learning? Ascd.org. http://www.ascd.org/publications/books/197166/chapters/What_Is_Problem-Based_Learning%C2%A2.aspx
Faryadi, Q. (2007). Instructional Design Models: What a Revolution! https://files.eric.ed.gov/fulltext/ED495711.pdf
Field, R. (n.d.). Internet Encyclopedia of Philosophy . Internet Encyclopedia of Psychology. https://iep.utm.edu/dewey/
Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and Learning with Technology: Effectiveness of ICT Integration in Schools. International Journal of Research in Education and Science , 1 (2), 175. https://doi.org/10.21890/ijres.23596
Gouinlock, J. S. (2019). American philosopher and educator. In Encyclopædia Britannica . https://www.britannica.com/biography/John-Dewey
ISTE. (2016). ISTE Standards for Students | ISTE . Iste.org. https://www.iste.org/standards/for-students
Kintu, M. J., Zhu, C., & Kagambe, E. (2017). Blended learning effectiveness: the relationship between student characteristics, design features, and outcomes. International Journal of Educational Technology in Higher Education , 14 (1). https://doi.org/10.1186/s41239-017-0043-4
Mpungose, C. B. (2020). The emergent transition from face-to-face to online learning in a South African University in the context of the Coronavirus pandemic. Humanities and Social Sciences Communications , 7 (1), 1–9. https://doi.org/10.1057/s41599-020-00603-x
Prakash, B. (2010). Patient satisfaction. Journal of Cutaneous and Aesthetic Surgery , 3 (3), 151. https://doi.org/10.4103/0974-2077.74491
Rodgers, P., & Kaplan, J. (2011, May 8). Rubrics . BetterEvaluation. https://www.betterevaluation.org/en/evaluation-options/rubrics#:~:text=A%20rubric%20is%20a%20framework
Silva, A. B. D., Bispo, A. C. K. de A., Rodriguez, D. G., & Vasquez, F. I. F. (2018). Problem-based learning. Revista de Gestão , 25 (2), 160–177. https://doi.org/10.1108/rege-03-2018-030
Turugare, M., & Rudhumbu, N. (2020). Integrating technology in teaching and learning in universities in Lesotho: opportunities and challenges. Education and Information Technologies , 25 (5), 3593–3612. https://doi.org/10.1007/s10639-019-10093-3
WIDA. (2019). English Language Development Standards . Wisc.Edu. https://wida.wisc.edu/teach/standards/eld
Yew, E. H. J., & Goh, K. (2016). Problem-Based Learning: An Overview of its Process and Impact on Learning. Health Professions Education , 2 (2), 75–79. https://doi.org/10.1016/j.hpe.2016.01.004
