PBL Plan 1
Technology Integration: Problem-Based Learning Plan
Scott McDonald
School of Education, Liberty University
Author Note
PBL Plan 2
Abstract
Problem-based learning and project-based learning are two of the most influential pedagogical
ideologies to come out of the 20th century. The basic premis between both of these
methodologies was the idea of taking real-world situations, problems, and projects, and have
students use their personal intellects, as well as materials, technology, and information available,
to come up with real-life answers and solutions. The scenarios, of course, would be scaled-down
to be logically useful in the classroom setting but would, nonetheless, generate much of the same
kinds of emotional, mental, and intellectual experiences, as if they were being faced in a job
setting out in the world’s workforce, rather than simply behind the desk or computer screen
inside the safer confines of the world of academia. To truly appreciate how these ideologies can
be effective in your own personal classroom, you must begin by looking at both the Technology
Integration Matrix and the ASSURE methods, compard to the students that fall under your
purvue to educate. Then comes the tricky part, matching up the standards with the technology
that has been made available to you. From there, it is just a proverbial hop, skip, and a jump to
go from planning, to practical application, to the ebb and flow of frustration and acceptance, to
that final joyful triwnkle in their eyes, when the passion of learning finally takes root. That is
when you know there is actually a reason why you run head first into this same brick wall, year-
after-year.
Keywords: Problem-based learning, Project-based learning, Technology Integration Matrix
PBL Plan 3
Technology Integration: Problem-Based Learning Plan
Stacey Earp
Problem-based learning started in 1965 at the McMaster School of Medicine in Canada
and was later refined by Dr. Howard Barrows in 1988 as both a curriculum strategy and a
process approach (Wells, Samantha H, et al., 2009). Problem-based learning is student centered,
and is based on the teacher giving the students open-ended problems to solve. The strategy of
problem-based learning, is for students to move from simply knowing how something works, to
being able to understand and apply what they have learned.
Problem-based learning in the classroom promotes critical thinking skills,
problem-solving skills, and communication skills, amongst the students. Problem-based learning
also provides the opportunity to work in groups, while finding and evaluating research materials.
(Cardon, P. L., Kinczkowski, L., & Speelman, P., 2022). “Both teachers and students may
benefit from problem-based learning (PBL) as teachers need to evaluate students’ learning, and
adjust, whilst the students are engaged in self-directed learning, solving problems, and
responding to the teachers’ feedback” (Magaji, A., 2021, p. 549).
While problem-based learning and project-based learning are both referred to as PBL,
they are not the same. Project-based learning, has been a part of education for over 100 years. It
was first introduced in 1918, by William Heard Kilpatrick. Kilpatrick believed that education
should be purposeful, and align with genuine experiences, that are encountered in life. The work
should have real-world applications, and relate to authentic life experiences. (Schrum, L. &
Sumerfield, S., 2018). There are several differences between project-based and problem-based
learning styles. Project-based learning is often longer, and involves multiple disciplinaries.
Students follow general steps, often involving authentic tasks, that solve real-world problems and
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set goals. Problem-based learning tends to be shorter, and only involves a single subject.
Students follow specific steps, use scenarios and cases that are sometimes less related to real-life,
and jointly set the learning goals and outcomes with the teacher (Campbell, 2014).
Technology Integration
The Technology Integration Matrix (TIM) was developed in 2005 by the Florida Center
for Instructional Technology (FCIT). TIM can be used by educators, to provide as a framework
for describing and targeting the use of technology in the classroom, as well as online
(Maclemale, n.d). Maclemale, (n.d.) states, “TIM incorporates five interdependent characteristics
of meaningful learning environments: active, collaborative, constructive, authentic, and goal-
directed. These characteristics are associated with five levels of technology integration: entry,
adoption, adaptation, infusion, and transformation.”
The TIM includes several resources. It is a great way for educators to evaluate how they
are using technology in the classroom, and can be used to show them where they might improve.
TIM gives educators a way to deepen their integration of technology, and strengthen students’
learning (Keller-Kyriakides, 2016). According to Welsh, Hermes, & Winkelman, (2011) TIM
defines descriptors for student activity, teacher activity, and the setting for each level of
technology integration. Each matrix has different links to videos, that are also accompanied by
lesson plans for teachers to review, and hear explanations from their peers.
As the student moves from left to right on the Matrix; they move from the entry level to
transformation. While moving along from the entry to transformation levels, you will observe
more collaboration, as well as more active learning. The entry level is where the teacher first
begins to use technology tools to deliver curriculum to students. Second, is the adoption level. At
this level, a teacher will direct students in procedural uses of technology tools. Third, is the
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adaptation level. During this level, the teacher facilitates the students’ independent use of
technology. The fourth level, is the infusion level. During this level, the teacher will provide the
learning context, while the student chooses the technology tool. The fifth and final level, is called
transformation. During the transformation level, the teacher will encourage the use of technology
tools to facilitate higher-order learning, which would most likely not be possible without the use
of technology (Maclemale, n.d).
While moving across the matrix, students are also moving down the matrix: going from
active, to collaborative, to constructive, to authentic, and ending with goal-directed. During the
active stage, students are using technology as a tool, rather than just receiving information. Next,
during the collaborative stage, students will use technology to collaborate with others. Third,
during the constructive stage, students will connect their prior knowledge to new information.
Fourth, during the authentic stage, students will use their technology tools to link learning
activities to the world beyond the classroom. Lastly, during the goal-directed stage, students will
set goals, plan activities, monitor progress, as well as evaluate results (Maclemale, n.d).
The ASSURE Model for Instructional Design
The ASSURE model, is an Instructional Systems Design (ISD) process, that was
developed by Heinich, Molenda, Russel and Smaldino. Their model systematically concerns the
use of technology in lessons. The ASSURE model helps teachers to design and improve their
educational environment. (Sezer, Baris, et al., 2013) According to Kurt (2016), the ASSURE
acronym represents the various steps in the model. These steps include: A - analyze learners; S -
state standards, and objectives; S - select strategies, technology, media, and materials; U - utilize
technology, media, and materials; R - require learner participation; and, E - evaluate and revise.
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Analysis of Learners
The four learners for this lesson are all in a self-contained classroom. There are three
males and one female. Three of the students have been diagnosed with Autism Spectrum
Disorder (ASD) and the other student has a Traumatic Brain Injury (TBI). They are all enrolled
in 6th – 8th grades, ranging from the age of 11 to 14 years old. All four students in the classroom,
are working at or around the kindergarten grade level. Therefore, those are the standards that will
be used. Three of the students love to be read to, and remain focused whiles learning new
material. The other child, however, is nother storm system all together. Depending upon the day
of the week, the alignment of the sun, moon, and stars, and, which is the dominant zodiac sign in
astronomy hierarchy for the month, you really never know what to expect from the fourth
student. She can float in on the wings of an angel and immediately spend the rest her day
traversing the roam on the heated winds of the a demon incarnate. It is virtually impossible to
determine which child we wil get and on which day we will get her. We hope for the best but,
plan for the worst; somehow we make it work, and pull it all together by the end of the day. Her
educational outlook is also a daily work in progress, She bounces from one end of the behavioral
spectraum to the other, without a moments hesitation, always static; sometimes flying from one
side to the other, more than once in the same short educational session. So, clearly she is a studet
who is less engaged, and must constantly be refocused.
Analysis of Technology in the Local Setting
Each student has an IPad, access to the internet as well as their on ACC devices that they
use on a daily basis for communication. There is also a projector and promethean board in the
classroom for the teacher to display things to the group.The students are able to access any and
all of these forms of technology throughout thr day, otherthan that times we have have groups or
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a individual has 1-on-1 time with me or my paraprofessional. The students are free, with out
continued support and guidance to work on those things that seem to be of clear interest to them,
as well as those whose complexities they find more challenging.
Standards and Objectives
ITSE are the standards that are being used as well as the GaDOE standards. The
standards come from the Mathematics Georgia Standards of Excellence (GSE) K-5. Educators
use these standards, to plan curriculum throughout the school year. After standards are identified,
educators develop learning objectives specific to the learners.
List one or two curriculum standards used for the lesson:
A) MGSEK.G.2 – Correctly name shapes, regardless of their orientations, or
overall size;
B) MGSEK.MD.3 - Classify objects into given categories; count the numbers of
objects in each category, and sort the categories by count..
Select one or two ISTE standards for students:
A) Empowered learner - Students will leverage technology, to take an active role
in choosing, achieving, and demonstrating competency in their learning goals,
as well as being informed by the learning sciences.
Determine the 2-3 associated specific and measurable learning objectives. The objectives
of this lesson are:
1) Learners will be able to identify and describe shapes (squares, circles,
triangles);
2) Learners will be able to classify objects, and count the number of objects in
each category.
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Planning the Technology, Media, and Materials Strategies
The shapes and sorting lesson has a combination of teacher centered and student
centered activities. Students will first be engaged with a group activity, and will then
work independently on their own ACC devices.
Technology
The class will watch a short shapes and sorting video, as a group on the promethean
board. They will also have access to their own ACC devices, in order to communicate
with the teacher.
Media
Students will use printed pictures, media and manipulatives.
Materials
Students will have access to photo cards of a circle, a triangle, and a square. They will
also have access to small manipulatives in all three shapes. Additionally, students will be
able to access their ACC devices, which will have the shapes programmed into them, for
this lesson.
Goal-Directed Learning, Entry Level
This lesson will be on the Entry Level, due to the cognitive learning level of my
students. Because of my students cognitive levels, they need more direction and
monitoring. Directions will be given step by step, to ensure great understanding and
create a greater capacity for learning.
Students
Students will receive verbal directions, both individually, and as a group.In addition to
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these verbal directives, and teacher-student, one-on-one interactions, students will be
provided additional help through their ACC devices.
Teacher
The teacher will show a video over shapes, to get the students engaged and excited about
learning. Next, the teacher will lead a group session, going over the three shapes, and
sorting them into small groups. After the group session, the teacher will give directions,
and monitor the students step-by-step, while they complete the task. Lastly, the teacher
will set goals for each student, and monitor their progress.
Setting
Technology
Interactive whiteboard (Promethean)
ACC Devices
Media
Jack Hartmann Shapes Song https://youtu.be/beTDz9HSNOM
Materials
Photo cards with the shapes of a circle, a square and a triangle (1 Set for each student)
Small manipulatives in the shape of a circle, a square and a triangle.
Utilizing Technology, Media and Materials
The teacher will first show the Jack Hartmann video about shapes, following up by going
over the shape cards with the students. The teacher will then divide the manipulatives and cards
among the students. Then, using their ACC devices, students will either work independently,
with a paraprofessional, or with the teacher, to identify the three individual shapes. After the
teacher has rotated amongst the kids and made sure they recognize the shapes, she will pass out
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the manipulative shapes to the students. Students will then practice sorting the shapes into three
separate matching piles, matching them with the cards. After practicing sorting the shapes with
the cards; students will try to sort the shapes into piles without the cards.
Requiring Learner Participation
The material will be presented to the class as a whole, through a video and photo cards.
The students will use their ACC devices, to show that they recognize each of the three shapes.
Students will also divide the shapes into groups, showing they recognize the differences between
them.
Evaluating and Revising
Throughout the lesson, students will be given the opportunity to provide feedback to the
teacher, to demonstrate that they are learning the material. At the end of each section of the
lesson, the teacher will evaluate with a rubric, whether the student has learned the material or
not. As far as evaluating the lesson, I use the Triple E Framework rubric, scoring a 9/18. A 9 on
the rubric means the lesson has average potential, and depends on instructional moves around
tool. This evaluation shows that the lesson can be good for that student but, depending on how
the technology is used, will decide whether it is actually a good lesson or not, for that particular
student.
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References
Campbell, Chris. “Problem-Based Learning and Project-Based Learning.” Teacher Magazine,
Australian Council for Educational Research, 16 Sept. 2014,
https://www.teachermagazine.com/au_en/articles/problem-based-learning-and-project-
based-learning.
Cardon, P. L., Kinczkowski, L., & Speelman, P. (2022). problem-based learning: By doing these
types of PBL classroom projects, students learn the competencies and skills, so they are
prepared for employment in this technologically advancing world. Technology &
Engineering Teacher, 81(7), 8-11.
https://ezproxy.liberty.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true
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Keller-Kyriakides, Mindy. “Introducing TIM!” New Teacher Advocate, vol. 24, no. 1, 2016, pp.
12–13. Education Research Complete, EBSCOhost,
https://ezproxy.liberty.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true
&db=ehh&AN=117855639&site=ehost-live&scope=site. Accessed 25 July 2022.
Kurt, Serhat. “Assure: Instructional Design Model.” Educational Technology, 14 Feb. 2016,
https://educationaltechnology.net/assure-instructional-design-model/.
Maclemale, Richard. “Matrix.” TIM, https://fcit.usf.edu/matrix/matrix/.
Magaji, A. (2021). Promoting Problem-Solving Skills among Secondary Science Students
through Problem Based Learning. International Journal of Instruction, 14(4), 549-
566. https://doi.org/10.29333/iji.2021.14432a
Schrum, L. & Sumerfield, S. (2018). Learning supercharged: Digital age strategies and insights
from the edtech frontier. International Society for Technology in Education.
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Sezer, Baris, et al. “Integrating Technology into Classroom: The Learner-Centered Instructional
Design.” Online Submission, vol. 4, no. 4, 1 Oct. 2013, pp. 134–144. ERIC, EBSCOhost,
https://ezproxy.liberty.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true
&db=eric&AN=ED561175&site=ehost-live&scope=site. Accessed 26 July 2022.
Wells, Samantha H, et al. “Problem Based Learning (PBL): A Conundrum.” Contemporary
Nurse: A Journal for the Australian Nursing Profession, vol. 33, no. 2, Oct. 2009, pp.
191–201. Academic Search Ultimate, EBSCOhost,
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Welsh, J., Harmes, J. C., & Winkelman, R. (2011). Florida's Technology Integration
Matrix. Principal Leadership, 12(2), 69-71.
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&db=ehh&AN=66464762&site=ehost-live&scope=site
