What does the Research Say about PBL, Technology and Learning?
Linda Ullah, M. Ed. Teacher in Residence Center for Innovation, Foothill College, http://www.foothill.fhda.edu/cfi/index.html, lku9541@fhda.edu

• Challenge 2000 Multimedia Project: http://pblmm.k12.ca.us/sri/SRIEvaluation.htm

  "SRI International's Center for Technology in Learning evaluated the Challenge 2000 Multimedia Project from 1995 to 2000. The evaluation examined three aspects of the Multimedia Project: its dissemination across various schools and districts, its impact on teaching practice, and its effects on student achievement. This page is designed to offer the evaluation findings to specific audiences: Technology Coordinators and Administrators, Teachers, Students and Parents, Business Partners, and Researchers. There are also Quick Links to the full evaluation reports, slide presentations, research and evaluation tools, and related research into education and technology."

• Archer, J (1998) Instruction. Technology Counts Teacher_10(3) 18-20

  Computers can raise student achievement, but can do more harm than good if used the wrong way. The educational benefits of using computers is greatest when they are used in sophisticated ways that promote higher order thinking skills.

• Conners, H (1998) Distance Learning and Technologies Issues: http://www.ncsbn.org

  Drill and kill (Self-paced instruction) has never worked and still does not work whether it is paper or computer based.

• Clarke R (1009) Technology and Education Black Enterprise, 29 113-118

  Students need to move from first draft to best practice. The richness of learning is in the revision process (metacognition).

• Kearsley & Shnelderman (1998) Engagement Theory Educational Technology 28(5) 20-23

  Constructivist approach works best because it has an authentic focus or project orientation. Problems must be real, not contrived. We need to allow time for collaboration and social interaction. The social component or reporting to others about what is learned is critical.

• Flores A (1998) Computer Supported Cooperative Learning Higher Education in Europe 23(2) 195-201

  Technology learning should be in context. It is ineffective and unrealistic to separate technology teaching from content learning. We need to think ìschool to work.î How do they do this in the workplace?

• Williams G. (2000) Why Reforms Fail? National Center for Education Statistics

  Computers in schools fail to transform schools because they are set of in a lab that is supervised by someone other than the classroom teacher. Most teachers ignore how these computers are being used. Vocational education and special education and advanced placement courses are using computers the most effectively.

• U. S. Dept. of Education (2000) Internet Access in Schools Stats in Brief

  Teachers need to learn to integrate technology into their teaching as tools of the profession.

• Does It Compute? The Relationship Between Educational Technology and Student Achievement in Mathematics Educational Testing Service: http://www.ets.org/research/pic/dic/dicfig14.html

  When computers are used (middle school math) to promote higher order thinking skills there is a positive correlation with test scores. When they are used for game playing or drill and practice there is a negative correlation.

• Buckís Institute: PBL Overview Introduction: Pros and Cons of Project Based Learning http://www.bie.org/pbl/overview/intro.html

  "Project Based Learning, on the other hand, has a striking ability to encourage active inquiry. Students appear to engage eagerly in what's usually described as "higher cognitive thinking activities" such as relating concepts and using existing criteria to evaluate new ideas; they work cooperatively and diligently with their peers; they proceed with little supervision for extended periods of time; and they use a variety of tools and resources autonomously, spontaneously, and creatively."