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Learning to Teach with Technology with Real-World Problem-Based Learning

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Collaborative Active Learning

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Abstract

Teachers who want to teach effectively with technology have to draw from the synergies between three essential knowledge bases—their content knowledge, their pedagogical knowledge and their technological knowledge. Mishra and Koehler (2006) conceptualized this as TPACK, or technological, pedagogical and content knowledge. This chapter describes and discusses how an improvised problem-based learning (PBL) design was used to help in-service teachers develop TPACK. The underlying PBL process was based on the IDEAL model. Improvisations included incorporation of guided instruction as well as socialisation, externalization, combination and internalization (SECI) processes in everyday learning activities. Both qualitative and quantitative evidence suggest that this improvised PBL design was helpful in helping in-service teachers draw from the synergies between their three essential knowledge bases. Different technologies and uses of technologies were shared, learned and developed during the course of a 14-week semester. Proposals for future implementations are also discussed.

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Authors and Affiliations

  1. Universiti Malaya, Kuala Lumpur, Malaysia

    Meng Yew Tee

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  1. Meng Yew Tee
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Correspondence to Meng Yew Tee .

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Editors and Affiliations

  1. Monash University Malaysia, Subang Jaya, Malaysia

    Chan Chang-Tik

  2. Monash University, Clayton, VIC, Australia

    Gillian Kidman

  3. Universiti Malaya, Kuala Lumpur, Malaysia

    Meng Yew Tee

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Tee, M.Y. (2022). Learning to Teach with Technology with Real-World Problem-Based Learning. In: Chang-Tik, C., Kidman, G., Tee, M.Y. (eds) Collaborative Active Learning. Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-19-4383-6_4

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  • DOI: https://doi.org/10.1007/978-981-19-4383-6_4

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