Abstract :
This study focused on the barriers that middle school teachers faced when
implementing technology-enhanced problem-based learning (PBL) in their
classrooms. Using a human performance-based model, we interviewed teachers,
administrators, university faculty and technical support staff to determine
the perceived importance of multiple barriers to the implementation of
technology-enhanced PBL. Twenty-one teachers, two school administrators
and a project manager, two faculty members, and two technical support staff
participated in the study. Interview data were supported by surveys, classroom
observations and researchers’ reflective journals. Results suggested that lack of
a clear, shared vision was the primary barrier. Additional barriers included
lack of knowledge and skills, unclear expectations and insufficient feedback.
Recommendations to support teachers’ efforts to integrate technologyenhanced
problem-based learning are presented.
