Integrating Technology and Problem-based Learning: A Mixed Methods Study of Two Teacher Professional Development Designs

Integration of technology within problem-based learning curricula is expanding; however, information regarding student experiences and attitudes about the integration of such technologies is limited. This study aimed to evaluate pre-clinical medical student perceptions and use patterns of the “Road to Birth” (RtB) software, a novel program designed to support human maternal anatomy and physiology education. Second-year medical students at a large midwestern American university participated in a prospective, mixed-methods study. The RtB software is available as a mobile smartphone/tablet application and in immersive virtual reality. The program was integrated into problem-based learning activities across a three-week obstetrics teaching period. Student visuospatial ability, weekly program usage, weekly user satisfaction, and end-of-course focus group interview data were obtained. Survey data were analyzed and summarized using descriptive statistics. Focus group interview data were analyzed using inductive thematic analysis. Of the eligible students, 66% (19/29) consented to participate in the study with 4 students contributing to the focus group interview. Students reported incremental knowledge increases on weekly surveys (69.2% week one, 71.4% week two, and 78.6% week three). Qualitative results indicated the RtB software was perceived as a useful educational resource; however, its interactive nature could have been further optimized. Students reported increased use of portable devices over time and preferred convenient options when using technology incorporated into the curriculum. This study identifies opportunities to better integrate technology into problem-based learning practices in medical education. Further empirical research is warranted with larger and more diverse student samples.

This article presents a quasi-experimental study comparing the impact of two technology-related teacher professional development (TTPD) designs, aimed at helping junior high school science and mathematics teachers design online activities using the rapidly growing set of online learning resources available on the Internet. The first TTPD design (tech-only) focused exclusively on enhancing technology knowledge and skills for finding, selecting, and designing classroom activities with online resources, while the second (tech + pbl) coupled technology knowledge with learning to design problem-based learning (PBL) activities for students. Both designs showed large pre-post gains for teacher participants (N = 36) in terms of self-reported knowledge, skills, and technology integration. Significant interaction effects show that teachers in the tech + pbl group had larger gains for self-reported knowledge and externally rated use of PBL. Three generalized estimating equation (GEE) models were fit to study the impact on students’ (N = 1,247) self reported gains in behavior, knowledge, and attitudes. In the resulting models, students of tech + pbl teachers showed significant increases in gain scores for all three outcomes. By contrast, students of tech-only teachers showed improved gains only in attitudes.

Problem-Based Learning (PBL) is an effective pedagogical approach for enhancing critical thinking and problem-solving skills. With the rise of online learning, technology plays a crucial role in supporting PBL implementation. This study explored the integration of PBL and technology in online learning through a literature review, analyzing scientific journals and books to evaluate its effectiveness, benefits, and challenges. The findings revealed that technology-enabled PBL enhances student participation, strengthens critical thinking, and fosters interactive learning experiences. Key technologies such as Learning Management Systems (LMS), online collaboration tools, and simulations significantly support the PBL process. However, challenges include limited infrastructure, insufficient teacher training, and difficulties in designing online PBL activities. The study concludes that integrating PBL with technology holds great potential for improving online learning quality. Successful implementation requires targeted teacher training, appropriate technology selection, and supportive education policies. Further empirical research is recommended to assess the impact of this integration on student learning outcomes.

The purpose of this paper is to explore the methodology that has adopted to implement PBL in textile engineering education at “Lucian Blaga” University of Sibiu (LBUS) which also highlights its potential influence on Six Sigma projects that has implemented in a textile manufacturing industry. The function of both PBL and Six Sigma approaches is to solve the problems by executing projects in a systematic way. Structurally, they are quite similar in nature. Many academic institutes around the world are currently introducing PBL to enhance the quality of higher education. On the other hand manufacturing units are trying to shorten their Six Sigma project duration, but interconnection between both issues is not always evident or addressed. Therefore, this study contributes to effective utilization of PBL in implementing Six Sigma projects. In this paper, at first PBL has been introduced in the textile engineering education through a collaborative project with a textile factory, where Six Sigma projects have also been executed simultaneously. The PBL team has contributed to the Six Sigma project team to solve the problem in factory premises. Finally, the students’ performance and the contributing effect of PBL activities to Six Sigma project have been assessed by conducting quantitative survey method containing structured questionnaires. The survey results revealed that the students’ performance has been upgraded through PBL activities. The PBL also showed a positive impact on executing Six Sigma project successfully and able to shorten the project duration. This paper has pointed out the necessity of introducing PBL to enhance the quality of textile engineering education as well as unifying PBL with Six Sigma approach for effective project execution within the Organization.

The design and empirical support for the online TPACK learning trajectory emerged through a multi-year research process that provided a thorough, in-depth description of how the tools (community of learners and reflection) and processes (shared/individual knowledge development and inquiry) support the scaffolding of systems pedagogical reasoning approach for integrating TPACK content of subject matter content, pedagogy, and technologies, thus modeling the knowledge teachers need for teaching with technology. The learning, involving a research-based trajectory and framed within a social metacognitive constructivist lens, engaged inservice teachers in knowledge-building communities using inquiry-based, problem-based learning, guiding them in reframing their knowledge for designing student-directed, problem-based learning with the integration of technologies. Limitations and future research extended the understanding of TPACK through online teacher education continued learning in graduate programs and other professional development programs designed to support teachers in rethinking and reframing their knowledge for teaching with technologies. Guided active participation and systems pedagogical reasoning provided key ideas for engaging the online TPACK learning trajectory to guide the thinking about and implementing online teacher education professional development. Multiple factors framed the thinking about future designs for these online programs aimed at transforming inservice teachers' TPACK. Future challenges include whether and how online programs might be designed for developing all teachers' TPACK transformations – preservice, inservice, and higher education faculty.

In the rapidly evolving digital era, enhancing teacher competence has become a critical focus for educational institutions globally. The integration of technology into teaching and learning processes necessitates continuous professional development and resilience among educators. This study, employing a qualitative literature review method, explores various strategies to enhance teacher competence in the digital age. It identifies key approaches including digital literacy training, collaborative learning communities, mentorship programs, and self-directed learning to improve teachers' technological skills and pedagogical practices. Additionally, the study examines how fostering resilience can help educators adapt to the challenges and pressures associated with technology integration. The findings emphasize the importance of professional development frameworks that not only focus on technological skills but also emphasize psychological well-being and adaptability. By identifying successful strategies, this paper provides valuable insights for policymakers, educational leaders, and teachers to improve the overall quality of education in the digital era.

Problem Based Learning (PBL) is an innovative instructional model designed to enhance students' numeracy literacy through real-world problem-solving. This study aims to evaluate the effectiveness of PBL in mathematics education for third-grade elementary students. Synthesizing previous research findings, it was revealed that PBL significantly contributes to improving students' cognitive skills, learning motivation, and self-efficacy. Factors such as technology integration, teacher-student relationships, and adapting instructional methods to students' needs were key to successful PBL implementation. Moreover, PBL aids students in understanding the relevance of mathematical concepts in daily life, strengthens analytical abilities, and fosters collaborative skills. This study underscores that PBL is a relevant approach to addressing challenges in mathematics education, including gender disparities and socio-economic differences. Therefore, PBL is recommended as an effective strategy to enhance the quality of elementary mathematics education.

This study explored the relationship between the teaching practices of Social Science teachers and the acquisition of 21st-century skills among Senior High School students in five public secondary schools in Banga 2 District, South Cotabato. Using a quantitative correlational design, the study involved 16 teachers and 227 randomly selected students. Data were analyzed through frequency, percentage, mean, standard deviation, regression analysis, and Pearson r correlation. Results revealed that teachers actively practiced student-centered approaches—such as activity-based learning, cooperative strategies, inquiry-based methods, and problem-based learning—with high effectiveness. However, the use of multimedia tools, while present, showed room for growth. Students across the district exhibited strong 21st-century skills, particularly in learning skills and digital literacy, although disparities in digital proficiency emerged across schools. Importantly, teachers’ demographic profiles—such as age, status, gender, and experience—did not significantly influence their teaching practices, except for educational attainment, which was linked to greater use of multimedia approaches. The study also confirmed that effective teaching practices significantly impact students’ 21st-century skills, especially problem-based and multimedia learning, which showed the strongest correlations. The findings highlight the need to continuously support teacher development in technology integration, enhance school infrastructure for digital learning, and strengthen mentorship for less experienced educators. The study recommends tailored professional development programs and policy initiatives to promote innovative and inclusive teaching. As education evolves, empowering teachers to embrace dynamic, student-focused, and tech-enabled strategies will be essential to preparing learners for the demands of a rapidly changing world.

This study explores modern approaches in accounting education, focusing on active learning techniques, technological integration, and soft skills development to better prepare students for professional demands. This study uses a qualitative literature review to analyze academic articles, journals, and books from the last two decades. The literature covers active learning, data analytics, blockchain technology, and essential soft skills in accounting education. The thematic analysis identifies key trends, innovations, and gaps in educational practices. Active learning techniques, such as case-based learning, simulations, and problem-based learning, enhance students' critical thinking, problem-solving, and decision-making skills. Technological integration, especially in data analytics and blockchain, equips students with modern skills. Developing communication, teamwork, and ethical reasoning skills is crucial for success. The study provides actionable recommendations for aligning curricula with professional requirements. This research highlights the transformative potential of modern educational approaches in accounting, emphasizing continuous innovation and adaptation. The comprehensive synthesis offers insights for curriculum development and pedagogical strategies. However, further empirical research, particularly longitudinal studies, is needed to assess the long-term impact of these approaches on graduates' success and to explore diverse educational contexts globally.

<p>The purpose of the study aimed at gaining a better understanding of how the intended Project Lead the Way (PLTW) curriculum differs from the enacted curricula and what factors impact this. This understanding is important to make the professional development program more meaningful to the immediate needs of the teacher in the classroom. Identifying the factors that contribute to any emerging differences between the curricula helped fill the gap in research on teacher knowledge and beliefs about the use of science and mathematics content in the PLTW classroom. PLTW is an innovative hands-on pre-engineering curriculum designed for K-12 students based on project-based and problem-based learning. It tries to combine math and science principles to present engineering concepts to students in a way that tries to keep up with the rapid changes associated with technology in their everyday world. Multiple case sampling was used to select four teachers based on their years of teaching experience as well as background in science and math. They were interviewed about their knowledge and beliefs about project and problem-based learning. In addition, non-participant observations and teacher beliefs questionnaires were used to triangulate the data for more credible results. A fidelity of implementation rubric was also used to determine how well the teachers were implementing the curriculum. Findings of the study show that there were differences in the way teachers chose to enact the curriculum that were heavily influenced by the curriculum materials, the professional development training and their own personal beliefs about how the curriculum should be enacted. A conceptual model is developed that aims at improving the professional development experiences for the teachers that considers their beliefs.</p>

This study examined teachers' professional development, technology integration, and learners' engagement in the Schools Division of Passi City, Province of Iloilo, Philippines, for the school year 2023-2024. Data was gathered using a researcher-developed questionnaire, which had been validated and tested for reliability. Statistical tools used included frequency count, percentage, mean, Mann-Whitney U-test, Kruskal-Wallis H-test, and Spearman's rho, all with the assistance of the Statistical Package for Social Sciences (SPSS) software. The level of significance was set at 0.05 alpha. The study revealed that teachers in the Schools Division of Passi City demonstrated high levels of professional development, valuing it as useful feedback. However, participation in external pedagogical training was lower. High technology integration was evident, particularly in using Google Classroom and MS Excel for grading, but moderate in other areas such as data entry, visual aids, and PowerPoint creation. Learner engagement was assessed as very high, characterized by punctuality, classroom preparation, and active participation in science and technology activities. Significant differences in teachers' professional development, technology integration, and learners' engagement were found when classified by school district, but not by educational attainment, length of service, position, or subject taught. A significant relationship was observed between teachers' professional development, technology integration, and learners' engagement.

This study delves into the perceptions and needs of Bangladeshi university teachers regarding Continuous Professional Development (CPD) in classroom teaching. Using a quantitative approach, data was collected from 110 teachers through a standardized questionnaire. The goal of the study is to improve CPD programs by aligning them with the teachers’ needs and perceptions. The results reveal that although many teachers actively participate in CPD activities, their perception of its importance and the support they receive from their institutions varies. While a minority of participants believe CPD is crucial for their current employment, many express encouragement from their institutions to engage in CPD. Popular methods of continuous professional development include attending seminars, webinars, workshops, and accessing online resources. However, teachers face several challenges in participating in CPD, such as limited resources, language barriers, technological constraints, and inadequate institutional support. These limitations highlight the need for more accessible and supportive CPD programs. Teachers prefer CPD activities that promote collaboration, flexibility, and align with their professional goals. They also expect CPD to cover aspects such as curriculum development, teaching methods, and technology integration. The findings stress the importance of initiating CPD programs that cater to the individual needs and preferences of university teachers. Institutions should provide more resources, such as flexible scheduling, financial assistance, and internal workshops, to address the identified challenges and meet teachers’ expectations. By doing so, CPD programs can enhance professional development, classroom performance, and overall teaching satisfaction. This study offers a comprehensive understanding of the CPD requirements and perspectives of university teachers, which can guide the development of more effective and targeted professional development activities in Bangladesh. Teachers face various challenges to CPD participation, including limited resources, language problems, technology constraints, and insufficient institutional support. These limitations highlight the importance of more supporting and accessible CPD programs. Teachers prefer CPD activities that promote collaboration, flexibility, and alignment with professional goals. Curriculum development, teaching methods, and technology integration are all expected aspects of CPD. The findings emphasize the need to initiate CPD programs that suit university teachers' individual needs and preferences. Institutions should provide more facilities through flexible scheduling, financial assistance, and internal workshops. By resolving the identified challenges and adapting teachers' expectations, CPD programs can enhance professional development, classroom performance, and overall teaching satisfaction. This study offers in-depth insights into university teachers' CPD requirements and perspectives, influencing the enhancement of more effective and targeted professional development activities in Bangladesh.

Integrating Technology into Instructional Practices Focusing on Teacher Knowledge

This study examined the professional and personal development of private and public senior high school teachers in Jones, Isabela, Philippines. Using a descriptive survey design, 60 teachers completed questionnaires assessing their demographic profiles, 21st-century competencies, and personal and professional capabilities. The results showed high proficiency across most areas, with no significant differences between private and public school teachers. Educational attainment positively impacted professional capabilities. Teachers demonstrated strong skills in classroom management, communication, and creating a respectful learning environment. However, areas for improvement include supporting learners and adapting to technological changes. These findings highlight the importance of ongoing professional development to enhance teaching practices and student outcomes. Key implications include the need for collaborative learning experiences, technology integration, and curriculum design that incorporates real-world applications. The recommendations emphasize personalized professional development programs, reassessing assessment methods, and creating inclusive learning environments. This study contributes to understanding teacher development in the Philippine context, particularly by comparing the private and public sectors. This underscores the critical role of teacher motivation and enthusiasm in fostering student engagement. Future research should explore the long-term impacts of professional development initiatives and examine rural-urban disparities in teacher capabilities. Overall, the study advocates for a holistic transformation of educational practices to better equip teachers to meet 21st-century challenges and improve students’ learning experiences.

In alignment with the Kurikulum Merdeka, Problem-Based Learning (PBL) has been widely promoted as a strategy to enhance critical thinking, collaboration, and problem-solving skills. The integration of technology into PBL further strengthens its potential by providing multimodal resources and interactive opportunities for learners. However, limited research has examined students’ readiness to participate in technology-enhanced PBL within Indonesian EFL classrooms, creating a gap in understanding the feasibility of its implementation. This study aims to investigate how technology integration is applied in PBL and to evaluate students’ readiness to engage in this approach. An exploratory sequential mixed-methods design was employed. Participants included one English teacher and ninety-seven tenth-grade students from three classes. Instruments consisted of observation sheets, field notes, and a readiness questionnaire adapted from Dalton and Gottlieb’s framework. Data collection began with classroom observations to identify teacher practices, followed by the administration of the questionnaire to measure student readiness. Qualitative data were analyzed using Miles and Huberman’s model, while quantitative data were analyzed descriptively. The findings revealed that the teacher successfully integrated videos and PowerPoint slides across PBL stages, supporting contextual understanding and engagement. Nevertheless, students demonstrated only moderate readiness across effort, willingness, and technological capacity.