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Using Technology to Scaffold Problem-Based Learning in Teacher Education: Its Tensions and Implications for Educational Leaders

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Book cover Motivation, Leadership and Curriculum design

Abstract

Problem-based learning (PBL), an application of the constructivist student-centered approach to learning is recognised as a viable pedagogy in initial teacher education. Proponents of PBL contended that the benefits of PBL included an early exposure to professional settings, heightened self-generated motivation arising from the obvious application of knowledge acquired and the acquisition of various learning skills, which assisted them in becoming lifelong learners. The twenty-first century is characterised by the accessibility of information, innovation-driven growth and rapid advancement in technologies. This chapter explores how technology can be harnessed to scaffold pre-service teachers’ PBL experience. In addition, from the perspectives of educational leaders, the tensions and implications of incorporating technology in PBL are discussed to obtain a more accurate picture of employing PBL as a pedagogical tool.

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Notes

  1. 1.

    KND is a template with “What you Know”, “What you Need to know” and “What you Do” as column headings.

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Authors and Affiliations

  1. National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Bee Leng Chua, Oon Seng Tan & Woon Chia Liu

Authors
  1. Bee Leng Chua
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  2. Oon Seng Tan
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  3. Woon Chia Liu
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Correspondence to Bee Leng Chua .

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Editors and Affiliations

  1. National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Caroline Koh

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Chua, B., Tan, O., Liu, W. (2015). Using Technology to Scaffold Problem-Based Learning in Teacher Education: Its Tensions and Implications for Educational Leaders. In: Koh, C. (eds) Motivation, Leadership and Curriculum design. Springer, Singapore. https://doi.org/10.1007/978-981-287-230-2_10

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