Technology Integration: Problem-Based Learning Plan 1
Technology Integration: Problem-Based Learning Plan
Amber Martin
Liberty University
EDUC 730
Dr. Holder
September 26, 2022
Technology Integration: Problem-Based Learning Plan 2
Technology Integration: Problem-Based Learning Plan
Using problem-based learning (Schrumm & Sumerfield, 2018), students are able to
develop critical thinking skills and think critically. As a result of problem-based learning
(Graesser & McDaniel, 2017), students develop communication, collaboration, time
management, and mastery of educational objectives. Through scaffolded learning activities and
student-centered content, PBL students apply new knowledge to previous knowledge. Teachers
and students play different roles in PBL.
In order to prepare students for PBL, teachers must accept their role as facilitators and
models. PBL requires teachers to perform a variety of tasks before they welcome students into
the classroom. Teamwork and communication are encouraged by lessons based on real-world
issues (Singh & Bashir, 2018). During lessons and activities, teachers will monitor students'
performance to ensure that they are performing at the appropriate skill and knowledge levels.
Teachers can model the desired behavior of students throughout a lesson, coax them into taking
responsibility for their learning, and ask prompt questions (Graesser & McDaniel, 2017).
Students take an active role in PBL. In order for students to learn, the issues presented to
them must be authentic, based on their personal experiences (Schrumm & Sumerfield, 2018).
Furthermore, the PBL content is not well defined, and issues can have multiple resolutions
(Graesser & McDaniel, 2017). Students work together to solve a problem by identifying it,
forming a solution, implementing it, and assessing its results. (Graesser & McDaniel, 2017)
Include various tasks and benchmarks throughout the process to ensure that students are learning
and improving. PBLs allow students to engage in cross-curricular, multi-subject learning
(Graesser & McDaniel, 2017).
Technology Integration: Problem-Based Learning Plan 3
Technology Integration
Our lives have been impacted by technology thanks to advances in Information
Technology. Technology has become part of our daily lives with emails, social media, and online
services. Consequently, technology should not only be incorporated into education design and
delivery, but also be used to do so (Langenhorst, 2018).
The use of technology in educational settings is intended to enhance the learning process,
create a challenging learning environment, and support the teaching process by adding value to
the learning process. As a tool for creating and designing instruction, delivering instruction, or
being used as an instructional tool during instruction, technology has become extremely versatile
and versatile over the past few years (Anazifa, et al., 2017).
Technology not only allows educators to customize a student's learning experience, but it
also allows them to monitor the student's progress so they can make sure they are reaching their
educational goals (Lee, et al., 2018). You can use technology to design a lesson about planets. It
will include different units with a variety of learner activities designed to demonstrate a specific
skill or element of knowledge. Watching videos that the teacher has created online, researching
planets, and creating a web page are all part of the lesson. Using their laptops or school
computers, students access the Internet to conduct research and design their web pages.
Throughout the lesson, the teacher can monitor the students' progress by reviewing their
activities and other assessment tools. This technique allows the teacher to assess each student's
progress, keep them motivated, and prevent them from feeling overwhelmed as other students
learn at a faster pace (Harrell et al., 2018).
The Virginia Center for Instructional Technology developed by Virginia Tech (Virginia
Center for Instructional Technology, 2022) as a framework or guidelines for integrating
Technology Integration: Problem-Based Learning Plan 4
technology into the classroom. Technology integration is divided into five levels and five
characteristics that provide educators with information on integrating technology and can be used
as an evaluation tool for technologically enhanced learning. As part of an effective learning
environment, students' desired behaviors are identified along with teachers' technology
integration levels (Virginia Center for Instructional Technology, 2022).
Active, collaborative, constructive, authentic, and purposeful learning environments are
characteristics of meaningful learning environments. As part of an active learning environment,
students should use technology as a tool rather than reading information from a computer screen.
In the collaborative learning environment, students will work with other students as they gain
skills, using technology. Examples include typing documents and completing data sheets. A
constructive learning environment is the next step. By integrating new information with previous
knowledge, students are not only receiving information, but also participating in active learning.
Authentic learning requires students to utilize technology and technological tools to connect their
learning to real-world situations in order to engage in a learning environment.
An environment conducive to meaningful learning is goal-directed learning. Students set
learning goals, plan activities, review their progress, and monitor their assessments (Virginia
Center for Instructional Technology, 2022). Technology can be used to help students reflect on
their learning rather than simply assigning work and having them complete it. Technology
broadens their knowledge of technology outside of the instructional or educational setting.
Throughout the different levels of meaningful learning environments, teachers will deploy or
integrate technology based on students' skills and abilities. The Virginia Center for Instructional
Technology Integration: Problem-Based Learning Plan 5
Technology (VCIT, 2022) explains integration takes place at five levels: entry, adoption,
adaptation, infusion, and transformation.
Using technology tools to deliver content is the first step in integrating technology into
the curriculum. A student at this level may act as an active learner by passively receiving
information from the teacher or watching online videos as part of a learning activity. A teacher
controls how students use technology at the adoption level of technology integration. Technology
use by students is closely controlled by the teacher. No matter what level of technology
integration there is (Virginia Center for Instructional Technology, 2022) , students will have
access to technology for learning in all meaningful learning environments.
Students are encouraged to explore technology's tools independently of the teacher's
direction as they reach the adaptation level. As students transition from an active learning
environment to a collaborative learning environment, the teacher provides technology options,
and they work more collaboratively using technology instead of following step-by-step
instructions during the entry and adoption phases. Students become independent in their
technology use through the different learning environments, using it to set goals, plan their
learning, and evaluate their progress (Virginia Center for Instructional Technology, 2022).
Technology integration concludes with the teacher building content for learning at the
infusion level, but the student choosing the technological tools at the transformation level. As
students progress through the learning environments, the technological tools are utilized beyond
instructional lessons and are applied to real-world issues facing the students. Transformative
learning cannot be achieved without technology. The integration of technology into the learning
process enables students to effortlessly learn. Using technology becomes instinctual for them,
and they engage in activities they never would have otherwise.
Technology Integration: Problem-Based Learning Plan 6
In addition to building new skills and knowledge, collaboration allows students to work
remotely and gain exposure to new experiences, cultures, and perspectives (Virginia Center for
Instructional Technology, 2022).
The ASSURE Model for Instructional Design
Within the ASSURE Model (Kimmons, 2020), educational content is integrated with
technology and media. "ASSURE" consists of six letters, each directing a specific action
pertaining to the relevance and effectiveness of instruction, instructional media, and instructional
methods.
First, analyzing learners is known as Step A. The focus is on the learners, what they
know, what they are capable of, and how they prefer to learn. Designing standards should
describe what students should know and be able to do after they have learned. The standards
should also describe how well they should demonstrate any behavioral changes.
Step S is selecting instructional strategies, media, and materials for the students. Since we
know what they know and what they should know, we can decide on the method for transferring
the knowledge and skills.
Next the second S step, This is the plan for how the materials, technology, and strategies
will be used to accomplish the objectives and standards.
Step U, student will utilize the resources they were given.
Educators determine what students will do and how they will use technology to
accomplish their objectives using step R.
In the final step known as E , based on their evaluations, materials, media, technology, or
strategies may be changed to improve the effectiveness of the students. As part of ASSURE, we
Technology Integration: Problem-Based Learning Plan 7
ensure that the educational material and strategies provide effective instruction while keeping
students engaged. (Kimmons, 2020)
Analysis of Learners
ECPI University's adjunct professors are training to become Course Design Instructors
creating new courses in Canvas, the University's Learning Management System. They have been
at the university for at least five years and have at least a Master's degree. The learners all have a
deep understanding of the various computer systems within ECPI, including LMS, Microsoft,
and SharePoint. They come from a variety of backgrounds within the organization.
ECPI staff will attend training at the main campus located in Virginia Beach, VA, at no
cost to them. They are covered for lodging, meals, course materials, and travel expenses.
Analysis of Technology in the Local Setting
There are several large classrooms on the University campus, small break out rooms, a
library, and computers in each room, as well as two full-size projector screens. All classrooms
are equipped with electrical outlets and wireless Internet access. Students will receive laptops,
reading materials, and access to the ECPI Intranet and SharePoint sites. All systems are similar to
those used by faculty.
Standards and Objectives
A university's curriculum is developed in accordance with its mission statement and core
values. This is reflected in the lessons taught at the university. Objectives of this lesson
are:
a) Student objectives need to be completed with an 85% or higher score.
Technology Integration: Problem-Based Learning Plan 8
b) Students’ objectives need to be completed in accordance with policies and procedures
determined by the University.
For this lesson, select two or three ISTE standards:
a) Technology will be used to accomplish the learning goals.
b) “1.1d. During this course, students become familiar with the fundamental
concepts of technology operations, demonstrate their ability to select, use, and
troubleshoot current technology, and explore emerging technologies with their
knowledge.” (ISTE, 2022).
The goals of this lesson are:
1) Creating materials, presentation visuals, and study materials will be created by
learners using Microsoft Office tools.
2) 60-minute instructor-led training session will be conducted using the
instructional materials developed by the learner in accordance with University
Standards.
3) At the end of the course students will be able to develop and modify as needed
the curriculum to current courses and create new ones.
Planning the Strategies, Technology, Media, and Materials
ECPI will demonstrate how to create basic curriculum in Canvas in the first lesson using
Zoom video. In addition to student guides and laptops, learners receive study materials and
instruction books. The video serves as a foundation for understanding how each course is
Technology Integration: Problem-Based Learning Plan 9
created. ECPI instructors are evaluated based on the presentations presented during this training
as well as future evaluations of their performance.
Students will have the opportunity to present material to the classroom as a part of this
course, which scaffolds learning in accordance with ECPI rules. Students are taught a new
concept, shown how it works, and then given the opportunity to practice and demonstrate what
they have learned. During the first activity, students interview each other and then present their
classmate. Presentation experiences are discussed after the presentations.
Throughout the course, learners are taught new concepts, shown demonstrations of those
concepts, and then given the opportunity to practice and demonstrate them. As part of this
course, students will present material to the classroom. As part of this course, students will
conduct interviews with classmates. This course gives students the opportunity to demonstrate
their knowledge of ECPI instructional methods.
During their 60-minute presentations, learners will use any technology available,
including videos, PowerPoint, Word documents, laptops, ECPI Intranet, and reading materials
previously identified.
As students learn how to prepare instructional materials, they will be able to create
instructional materials using technology. There will be very little interaction between students in
the classroom due to the use of technology primarily for content delivery. Eventually, the
instructor will move from standing in front of the class delivering instructions to facilitating
group discussions as students' skills in these areas grow. Students will eventually become active
instructors creating content in the Canvas system.
Constructive Learning, Infusion Level
Students—ECPI Adjunct Instructors looking to become Course Design Instructors candidates.
Technology Integration: Problem-Based Learning Plan 10
Teacher—ECPI Course Developer Instructor with several years’ experience designing and
delivering training and Curriculum design.
Setting— At the main campus of ECPI, Virginia Beach, VA, students sit at a series of tables with
built-in electronic outlets and are arranged similar to the Small Groups classroom arrangement.
Instructor has a podium located in the front of the classroom. Three big screens are connected to
the instructor's computer and located in the front and the back of the class. All of the screens
display videos, PowerPoints, or other visual aids.
Technology: Laptops, Internet, Intranet, Microsoft Office, WhiteBoards
Media: YouTube, video snippets, media images, Zoom, Canvas
Materials: ECPI Instructor Developer Course Student Guide, Canvas Course set up, Study
guides. PDF documents on curriculum guidelines
Utilizing Technology, Media and Materials
Student Guides outline how students will be graded for the training materials and
presentations they create, and the ECPI handbook outlines how students will be graded. A draft
speech outline for student interviews is included in the Student Guide. Students conduct student
interviews in pairs in preparation for their first presentation, Student Biographies. After each
student presentation has been completed, the instructor will engage students in discussions about
how their presentation complies with the grading rubric's criteria. Following each presentation,
the course rubric will be projected on the screens.
Students are shown how to develop training materials by using Word and PowerPoint.
Graphics illustrate the Course Development Process. The instructor demonstrates how to develop
training aids and instructional materials. Students complete the Student Guide's student activities
after the instructor has demonstrated how to create training aids and instructional materials.
Technology Integration: Problem-Based Learning Plan 11
Exercises in this course provide step-by-step instruction on how to create instructional materials
and courses.
This course includes the Canvas Basic User course, which students can access using their
current Canvas logins, which teaches them how to access the various roles and reports within the
University.
Requiring Learner Participation
In Canvas, students will learn about database content and report generation in order to
gain a better understanding of its design capabilities through the ECPI Internet. Instructors of
ECPI courses are responsible for entering course information, such as start and end dates,
registered students, and progress reports. Students will enter Canvas and create new courses to
demonstrate their skill using course numbers provided by instructors.
•Was the learner able to create a new course in Canvas?
•Did the learner develop gradable assignments in Canvas?
•Did the learner complete the new course set up and complete the course set up
checklist in Canvas?
•Did the learner report any bugs found during the setup?
It will be each student's responsibility to determine the appropriate training materials
once the topic has been assigned. An approved topic will be the subject of a 60-minute
presentation designed and developed by learners. Students will develop training materials using
Microsoft office products, such as PowerPoint presentations that embed videos, images, maps,
and pictures. The following must be determined by students:
•If your topic has been approved, what is the best method of delivery?
•How can your presentation be enhanced with the use of training materials?
Technology Integration: Problem-Based Learning Plan 12
•What was the relevance and effectiveness of the training materials?
Evaluating and Revising
By developing Canvas courses, instructors receive immediate feedback on student
performance. As soon as students are unable to access and develop Canvas courses, the
instructor can provide them with immediate guidance and direction. Students cannot pass the
course until they are able to create the course accurately in Canvas.
There are four sections to the training program: preparing training documents, deliver the
course training, provide assistance to any students that need it, and evaluate current students.
Each test question is given a pass or fail. A student has three attempts and must achieve a
passing score for each section of the training. If the student is unable to achieve a passing score
within three attempts, he or she is placed in additional training. In this training, the student is
reviewed in specific areas where he or she is not performing well or failed that section.
It is evaluated for effectiveness and possible modifications if a performance-based trend
is detected.
Several years ago, this course was rewritten to reduce outdated presentations and increase
student participation, which I anticipate will make it challenging to adjust to at first. This course
is taught by Course Developer Instructors who share their experiences with students. The
students are current instructors so they have their own way they would like to learn or
comments on how they would teach this course. They will have to give up some of the control
to learn something new that will benefit their students.
References
Technology Integration: Problem-Based Learning Plan 13
Anazifa, R.D., Djukri, R. (2017). Project Based Learning and Problem- Based Learning. Are
they effective to improve student’s thinking? DOI: 10.15294/jpii.v6i2.11100
Bate, E., Hommes, J., Duvivier, R., & Taylor, D. C. M. (2014). Problem-based learning (PBL):
Getting the most out of your students - their roles and responsibilities: AMEE guide no.
84. Medical Teacher, 36(1), 1-12. https://doi.org/10.3109/0142159X.2014.848269
Graesser, A., & McDaniel, B. (2017). Conversational agents can provide formative assessment,
constructive learning, and adaptive instruction. In The future of assessment (pp. 85-112).
Routledge.
Harrell, S., & Bynum, Y. (2018). Factors affecting technology integration in the classroom.
Alabama Journal of Educational Leadership, 5, 12-18.
International Society for Technology in Education (ISTE) (2022). Explore The Iste Student
Standards. Retrieved from https://www.iste.org/standards/iste-standards-for-students
ISTE. ISTE standards for students. https://www.iste.org/standards/for-
students
Kimmons, R. (2020). Technology Integration: Effectively Integrating Technology in Educational
Settings. In A. Ottenbreit-Leftwich & R. Kimmons (Eds.), The K-12 Educational
Technology Handbook. EdTech Books.
https://edtechbooks.org/k12handbook/technology_integration
Langenhorst, R. (2018). Technology and the social studies classroom: Using today's tools to help
students master the past. Social Studies Review (Millbrae, Calif.), 57, 68-72.
Technology Integration: Problem-Based Learning Plan 14
Milman, N. B., & Kilbane, C. R. (2017). What Is Problem-Based Learning? Distance Learning,
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