The use of wireless technology to augment problem-based learning in special education preservice teacher training.

The use of wireless technology to augment problem-based learning in special education preservice teacher training. This study examines the use of wireless laptop Same as laptop computer. laptop - portable computer technology tosupport the application of problem-based learning problem-based learningMedical education An instruction strategy in which groups of students are presented with clinical problems without prior study or lectures. See Cooperative learning. (PBL PBL Problem-Based LearningPBL Phi Beta LambdaPBL Performance Based LogisticsPBL Planetary Boundary LayerPBL Publishing and Broadcasting Limited (Australia)PBL Philippine Basketball LeaguePBL Peripheral Blood Leukocyte ) in a specialeducation methods course. This field based course used a progressivedisclosure process in weekly seminars to address issues posed in a casestudy. Eight scenarios, all related to the case, were presented to upperlevel undergraduates in the methods course seminars. These preserviceteachers were divided into groups of five for scenario analysis Scenario analysisThe use of horizon analysis to project total returns under different reinvestment rates and future market yields. andsurveyed, following course completion, regarding the use of wirelesslaptop technology in support of the PBL process. The survey resultsshowed that the students used the laptops immediately to research thoselearning issues associated with each case scenarios. In addition, thestudents modified and improved the existing framework for the PBLprocess to eliminate the need for a scribe scribe(skrīb), Jewish scholar and teacher (called in Hebrew, Soferim) of law as based upon the Old Testament and accumulated traditions. The work of the scribes laid the basis for the Oral Law, as distinct from the Written Law of the Torah. to transcribe To copy data from one medium to another; for example, from one source document to another, or from a source document to the computer. It often implies a change of format or codes. groupdiscussion comments. The survey further indicated that the use ofwireless technology in the class enhanced student participation andsatisfaction. *********** As the nation continues to advance through the first decade of thetwenty-first century, there is a growing need for its teachers to notonly be expert in content knowledge, but to also possess the criticalthinking skills necessary to make in-field decisions that are vital tothe education of individual students and entire classrooms. It has beenrecommended that to prepare students to succeed in today'spost-college work environment, undergraduate education undergraduate educationMedtalk In the US, a 4+ yr college or university education leading to a baccalaureate degree, the minimum education level required for medical school admission; undergraduate medical education refers to the 4 yrs of medical school. Cf CME. must fosterhigh-level skills in communication, computation Computation is a general term for any type of information processing that can be represented mathematically. This includes phenomena ranging from simple calculations to human thinking. , technological literacy Technological literacy is the ability to understand and evaluate technology. It complements technological competency, which is the ability to create, repair, or operate specific technologies, commonly computers. ,and information retrieval information retrievalRecovery of information, especially in a database stored in a computer. Two main approaches are matching words in the query against the database index (keyword searching) and traversing the database using hypertext or hypermedia links. ; in the ability to arrive at informedjudgments; in the ability to function in a global community; intechnical competence technical competence,n the ability of the practitioner, during the treatment phase of dental care and with respect to those procedures combining psychomotor and cognitive skills, consistently to provide services at a professionally acceptable level. in a given field; and in the ability to deploy allof the above to address specific problems (Wingspread Conference, 1994).Indeed, with regard to preservice teacher education, the Interstate in��ter��state?adj.Involving, existing between, or connecting two or more states.n.One of a system of highways extending between the major cities of the 48 contiguous United States.Noun 1. NewTeacher Assessment and Support Consortium (INTASC INTASC Interstate New Teachers Assessment and Support Consortium ) (1993) establishedstandards that focus on assessment and analysis of the instructionalsetting, the implementation of teaching approaches appropriate for thatsetting, and the evaluation of the effectiveness of these methods tosupport decision making in conjunction with lesson planning andimplementation. Teacher education must evolve, therefore, to maintain its relevancein preparing the teachers of the new century. Instructional methods inhigher education higher educationStudy beyond the level of secondary education. Institutions of higher education include not only colleges and universities but also professional schools in such fields as law, theology, medicine, business, music, and art. that worked ten or twenty years TWENTY YEARS. The lapse of twenty years raises a presumption of certain facts, and after such a time, the party against whom the presumption has been raised, will be required to prove a negative to establish his rights. 2. ago may no longer besufficient to provide preservice teachers with these needed analytical analytical, analyticpertaining to or emanating from analysis.analytical controlcontrol of confounding by analysis of the results of a trial or test. skills. Those innovations necessary for significant instructionalimprovement will tend to be disruptive disruptive/dis��rup��tive/ (-tiv)1. bursting apart; rending.2. causing confusion or disorder. to the standard operatingprocedures standard operating procedureMedtalk A technique, method or therapy performed 'by the book,' using a standard protocol meeting internally or externally defined criteria; a formal, written procedure that describes how specific lab operations are to be performed. of most educational institutions as they are currentlystructured. Christenson (1997), Moore (1999), Christensen, Raynor, andAnthony (2003), and Christensen and Raynor (2003) all speak to thenature of improved technology and its impact on organizations, theirstructure, and their operation. Such innovations become significant whenthey are an improvement over existing practices and thereby changeindividual behavior (Prewitt, 2001). For example, while the traditionallecture-based approach is an efficient method of transferring knowledgeto large numbers of undergraduates, it does little to promote thedevelopment of process skills to compliment Not to be confused with Complement.Compliment may be An expression of praise, congratulation or encouragement. A misspelling for complement, meaning something which makes the original object complete. content knowledge (Duch,Groh, & Allen, 2001). One pedagogical ped��a��gog��ic? also ped��a��gog��i��caladj.1. Of, relating to, or characteristic of pedagogy.2. Characterized by pedantic formality: a haughty, pedagogic manner. approach that has shownevidence of fostering analytical and critical thinking skills inundergraduates is problem-based learning (PBL). PBL is a pedagogical approach that encourages students to applycritical thinking, problem-solving skills, and content knowledge toreal-world problems (Levin lev��in?n. ArchaicLightning.[Middle English levene, levin; see leuk- in Indo-European roots.] , 2001). Based on a constructivist con��struc��tiv��ism?n.A movement in modern art originating in Moscow in 1920 and characterized by the use of industrial materials such as glass, sheet metal, and plastic to create nonrepresentational, often geometric objects. foundation,PBL promotes active, integrated, and cumulative learning. It is ateaching approach based on the principle of using problems as thestarting point Noun 1. starting point - earliest limiting pointterminus a quocommencement, get-go, offset, outset, showtime, starting time, beginning, start, kickoff, first - the time at which something is supposed to begin; "they got an early start"; "she knew from the for the acquisition of new knowledge (Lambros, 2004).Pedagogical innovations such as this are potentially disruptive to thestatus quo [Latin, The existing state of things at any given date.] Status quo ante bellum means the state of things before the war. The status quo to be preserved by a preliminary injunction is the last actual, peaceable, uncontested status which preceded the pending controversy. , yet possess the inherent opportunity for organizationalgrowth via systematic, continuous improvement (Blackbourn, Papasan,Vinson, & Blackbourn, 2000). In using PBL, relevant and complexproblems serve as the bases in motivating learners to identify andresearch the concepts and principles needed to solve those problems(Duch, et al., 2001). Rather than telling students what they need toknow, in a PBL environment, the students must take responsibility and beheld accountable for their own learning (Lambros, 2004). Regarding special education preservice teacher training, PBL is anexcellent means through which students develop analytical skillsinvolved in clinical appraisal and planning for individualizedinstruction Individualized instruction is a method of instruction in which content, instructional materials, instructional media, and pace of learning are based upon the abilities and interests of each individual learner. (Elrod, Coleman, Shumpert, & Medley med��ley?n. pl. med��leys1. An often jumbled assortment; a mixture: "That night he dreamed he was traveling in a foreign country, only it seemed to be a medley of all the countries he'd ever been to and , 2005). Students who have learned concepts in the context in which theywill be used are more apt to retain that knowledge and apply itappropriately in the field (Albanese & Mitchell, 1993). They willalso realize that learning and knowledge transcends traditional subjectarea boundaries since, through PBL, interconnections between disciplinesand the integration of concepts are highlighted (Duch, et al., 2001). In the current application, the PBL approach was used inconjunction with a field-based course in secondary special educationmethods. This sixteen-week course included two weeks of initial,intensive, on campus training in assessment and teaching methodologies,followed by fourteen weeks of field-based practica. Students were placedin a local high school and career center (seven weeks in each placement)for two hours per day, Monday through Thursday. On Friday, the studentsspent two hours in seminar on campus. It was during this seminar thatthe PBL method was used. The PBL Case The case that was used in the Friday seminar sessions was called,Cara E. Cara was an eighth grade student who exhibited problems inreading comprehension Reading comprehension can be defined as the level of understanding of a passage or text. For normal reading rates (around 200-220 words per minute) an acceptable level of comprehension is above 75%. despite her above average decoding de��code?tr.v. de��cod��ed, de��cod��ing, de��codes1. To convert from code into plain text.2. To convert from a scrambled electronic signal into an interpretable one.3. skills. Scenario #1 of this case is presented in Figure 1. Information wasprogressively disclosed to the students in eight scenarios, one perweek. These scenarios depicted de��pict?tr.v. de��pict��ed, de��pict��ing, de��picts1. To represent in a picture or sculpture.2. To represent in words; describe. See Synonyms at represent. Cara's performance in school, fromthe initial concerns and interventions of her social studies teacher, toeventual referral, assessment, ruling, and individual education plandevelopment.Figure 1. Scenario #1 of the Cara E. case.CARA E.Scenario #1Mr. I. M. Hipp is a second-year social studies teacher at UtopiaMiddle School. As a recent graduate of the local, state university,Mr. Hipp is well versed in current pedagogical styles such asconstructivism and experiential learning, along with traditionalapproaches such as lecture and discussion. For the most part, thebeginning of the school year had gone well, with some of the usual"ups" and "downs" of teaching 7th and 8th grade students.A problem, however, began to surface in Mr. Hipp's third period U.S. History class. This class was a heterogeneous mixture of 8thgraders, some high achievers, a lot of "average" students, and afew students who consistently struggle with the course content. Ofthis latter group, a new student who had just moved into the schooldistrict, Cara E., presented particular problems.On those rare instances when called upon to read selections fromhistorically relevant speeches, Cara E. would accomplish the taskwithout error. She would read with expression, even correctlypronouncing proper names of places and various historical figures.Cara E. also showed fine ability in class discussions, regularlycontributing her own perspective, but rarely drawing from printedmaterial that was required reading for the class.Yet, what troubled Mr. Hipp was that when quizzed or tested overthe very same material that Cara E. had read and discussed so well,she consistently scored lower than any of the other students in herclass, even lower than some of the identified students withlearning disabilities. This consistently low performance seemed soinconsistent given Cara E.'s excellent oral reading skills(probably as good as, or better than, the higher achievers in theclass).After about three weeks of school, Mr. Hipp decided to implementsome instructional interventions to assist Cara E. in performingbetter. It was his hope that one of these interventions (or maybe acombination of them) would help get Cara E. on track in the U.S.History class. PBL Procedures The class of fifteen students was divided into three groups of fivestudents each. While Johnson, Johnson, and Smith (1991) recommended thatcooperative student groups be kept at a size of four, PBL practitionerssuggest no more than seven students per group (Dean, 2001), and somehave noted that the ideal group size is between five and seven (Kelson kel��son?n.Variant of keelson.kelsonNounsame as keelson ,& Distlehorst, 2000). Each group was assigned as��sign?tr.v. as��signed, as��sign��ing, as��signs1. To set apart for a particular purpose; designate: assigned a day for the inspection.2. the role of being ateam of educational consultants charged with analyzing Cara'ssituation and making appropriate recommendations. Eight scenarios regarding Cara's case were given to thestudents, one distributed at each Friday seminar. Each succeedingscenario gave the students more information on Cara in a progressiveformat. For each scenario, the students (in their respective groups)would complete the following tasks: * identify relevant facts from the scenario; * generate questions they would pose to elicit e��lic��it?tr.v. e��lic��it��ed, e��lic��it��ing, e��lic��its1. a. To bring or draw out (something latent); educe.b. To arrive at (a truth, for example) by logic.2. more informationregarding Cara's case; * form multiple hypotheses as possible answers to the questionsfrom the previous step; * identify specific plans or actions that need to be undertaken todetermine which hypotheses are current; * note any learning issues; that is, any terms or concepts from thescenario that need to be clarified for a better understanding of thecase; and list specific resources (e.g. texts, web sites) where thelearning issues can be resolved. In a typical PBL session, before moving on to the current scenario,the previous week's scenario would be reviewed, including theclarification of that week's learning issues and the identificationand evaluation of the sources used in their resolution. Prior to eachsession, each of the student groups would select a reader who wouldorally read the scenario as the others followed along on their copies.The groups would also select a scribe who would record the group'sresponses to the six tasks noted above. Both the reader and the scribewould participate in group discussions, in addition to performing theirduties. Application of Technology to PBL Sessions During the Spring Semester se��mes��ter?n.One of two divisions of 15 to 18 weeks each of an academic year.[German, from Latin (cursus) s , 2004, secondary special educationmethods course, each of the fifteen preservice teachers was assigned alaptop computer A portable computer that has a flat LCD screen and usually weighs less than eight pounds. Often called just a "laptop," it uses batteries for mobile use and AC power for charging the batteries and desktop use. Today's high-end laptops provide all the capabilities of most desktop computers. with wireless connectability. This capability allowedthe preservice teachers to link to the internet and to communicate witheach other throughout the course (note: for such connectability, thepreservice teachers had to be in a location with wireless capacity). For the PBL sessions, the preservice teachers were encouraged tobring their laptops, but no specific technological applications wereprovided to them. It should be noted, however, that all of thepreservice teachers had completed two technological application courses,one on general use of microcomputers, and the other on aspects ofassistive technology Hardware and software that help people who are physically impaired. Often called "accessibility options" when referring to enhancements for using the computer, the entire field of assistive technology is quite vast and even includes ramp and doorway construction in buildings to support in teaching students with disabilities. Researchliterature reveals that technology has been previously applied to PBLsettings. It has been found that, like with the seminar setting in thisapplication, technology has been used in a process support role ratherthan in traditional forms such as computerized computerizedadapted for analysis, storage and retrieval on a computer.computerized axial tomographysee computed tomography. presentations (Bereiter& Scardamalia, 2000; Koschmann, et al., 1996). By the second seminar session, all of the three preservice teachergroups were using the available technology in two ways. First, withintheir respective groups, they were entering discussion items onpre-designed document pages that contained the headings: Facts,Questions, Hypotheses, Plans, Learning Issues, and Resources. Table 1 displays student-generated PBL panels for Cara E., Scenario# 1. As the respective groups decided on, for example, a relevant fact,that item was entered on the document page under the appropriatecategory heading (e.g. "Facts"). The same procedure wasimplemented for question development, hypothesis formation,identification of planned activities, determination of learning issues,and the evaluation of resources used to resolve the learning issues. Inessence, the preservice teachers developed, on their own, a scribelessprocess for implementing PBL. Because each preservice teacher enteredscenario discussion items on his or her own laptop (each item had beenagreed upon Adj. 1. agreed upon - constituted or contracted by stipulation or agreement; "stipulatory obligations"stipulatorynoncontroversial, uncontroversial - not likely to arouse controversy by group consensus), the need for a single group scribeevaporated evaporatedreduced in volume by evaporation; concentrated to a denser form. . The second way in which the preservice teachers applied the laptoptechnology was in researching and resolving learning issues. Access tothe internet made this research activity immediate rather than delayed(i.e. waiting until class had adjourned to go to the library or use oneof the university's computer labs). The preservice teachersimmediately conducted searches on line to clarify terms or concepts thatcomprised the learning issues for a given scenario. All groups used amultiple sourcing technique with different preservice teachers exploringdifferent web sites on the same learning issue and comparing theresults. Survey of Preservice Teachers Following the eight weeks of analysis of the Cara E. case, thepreservice teachers were surveyed regarding their perceptions of the useof laptop technology in support of the PBL process. Since all studentshad prior experience with non-technology support PBL in introductoryspecial education courses, they had a comparative framework with whichto evaluate the use of the laptop in a support role. The results of the survey are presented in Table 2. Fourteen of thefifteen preservice teachers participated in the survey, with one studentbeing absent for a period of three weeks on a university sponsoredactivity. The survey scale offered a continuum Continuum (pl. -tinua or -tinuums) can refer to: Continuum (theory), anything that goes through a gradual transition from one condition, to a different condition, without any abrupt changes or "discontinuities" from 1 (StronglyDisagree) to 5 (Strongly Agree). The survey results indicated that the greatest concurrence CONCURRENCE, French law. The equality of rights, or privilege which several persons-have over the same thing; as, for example, the right which two judgment creditors, Whose judgments were rendered at the same time, have to be paid out of the proceeds of real estate bound by them. Dict. de Jur. h.t. amongthe preservice teachers was reached on the first item to which theydisagreed, 1 would participate more in PBL if l did not use a laptop(M=2.18, s= 1.08), and on the second item to which they agreed, Thelaptop helps us address learning issues immediately, rather than waitingfor the next seminar (M=4.73, s=0.47). Of the other seven survey items,there was some disagreement with the statement, Use of the laptophinders team discussions as we are too focused on the computer screen(M=2.45, s=1.37), and also some disagreement with I prefer not using thelaptop in PBL activities (M=2.92, s=1.41). The remaining five itemsseemed to elicit "neutral" responses from the students withmeans from 3.13 to 3.48. Discussion The results of this study indicate that the incorporation ofwireless technology enhanced both instruction and student satisfactionin the course in question. The students in the class respondedpositively regarding the use of wireless technology in four of nineinstances. Of the other five items, neutral responses were elicited e��lic��it?tr.v. e��lic��it��ed, e��lic��it��ing, e��lic��its1. a. To bring or draw out (something latent); educe.b. To arrive at (a truth, for example) by logic.2. .There were no items in the survey to which students responded negativelyto the use of wireless technology in the PBL setting. As the students in this course had been exposed to traditional(non-technological) PBL procedures in previous courses, the clusteringof their survey responses in only positive and neutral categories isnotable. In essence, from the perspective of those students surveyed,the wireless technology used to support the PBL approach was viewed asan improvement over prior applications. While the sample in this study was limited, the results aresupportive of the technology employed. The study is indicative of thepositive impact of technology to augment aug��ment?v. aug��ment��ed, aug��ment��ing, aug��mentsv.tr.1. To make (something already developed or well under way) greater, as in size, extent, or quantity: instruction. In addition itprovides substantive support for the use of technology as a criticalcomponent of relevant activities and student satisfaction. The application of PBL in preservice teacher training can promotethe development of analytical skills which teachers need in contemporarypublic school classrooms. Augmenting PBL with technological applicationsadds a further dimension to the process. As indicted INDICTED, practice. When a man is accused by a bill of indictment preferred by a grand jury, he is said to be indicted. by the responses ofthose preservice teachers surveyed in this study, the use of laptopcomputers provided them with an improved scribless PBL process wherelearning issues could be addressed and resolved immediately. This morerapid, in-depth examination of each scenarios learning issues andassociated research findings, resulted in new data being immediatelyavailable for consideration and discussion by group members. The lack of"lag time" to go to the computer lab or a home computer waseliminated and the research, discussion, and response process becameseamless. In addition, the use of the wireless laptop technologyresulted in an improvement in the PBL process used by the students.Group members who had previously been responsible for transcribingdiscussion comments, were now freed to participate more fully in thecollaborative, decision-making process. By modifying the establishedprocess, the students were able to make critical information accessibleto all group members and their work more efficient. By making theprocess "scribeless", the students employed that initiative to"try something different" (Gold, 1980). It is this creativeuse of the existing tools, knowledge, and skills to improve processeswhich lies at the heart of our ongoing work with individuals who possessdisabilities. It further seemed that the use of this technology had thepotential to promote increased participation among those more reservedstudents who might be reticent to offer oral input to the group, butmight contribute through the connectable capability of computers. Future research should focus on controlled studies of theapplication of technology in support of PBL. For example, anexperimental group (with technology) can be compared to a control group(without technology) regarding their perspectives in using the PBLprocess in analyzing a case. In addition, products generated by eachgroup (e.g. PBL panels) can be evaluated for their thoroughness andaccuracy. Using the PBL process as a foundation in preservice teachertraining appears to be a fundamentally sound approach to facilitatingthe development and refinement of critical thinking skills. Augmentingthe process with technological applications or customized materialenhances the relevance and power of PBL. As factors such as increasingstudent diversity, accountability standards, speed of communication,obsolescence ob��so��les��cent?adj.1. Being in the process of passing out of use or usefulness; becoming obsolete.2. Biology Gradually disappearing; imperfectly or only slightly developed. of existing technology, and pace of advancement presentgrowing challenges to teachers and those who train them, a premium willbe placed on those individuals who can think critically and creativelywhile they provide innovative instruction in the classroom. As apedagological tool, PBL provides a process to underpin the developmentof these skills. The augmentation AUGMENTATION, old English law. The name of a court erected by Henry VIII., which was invested with the power of determining suits and controversies relating to monasteries and abbey lands. of the process with technology, issimply one of a range of possible alternatives to the successfuldevelopment of those necessary skills that will serve future teacherswell. References Bereiter, C., & Scardamalia, M. (2000). Commentary on Part I:Process and product in problem-based learning (PBL) research. In D. H.Evensen & C. E. Hmelo (Eds.), Problem-based learning: A researchperspective on learning interactions (pp 185-195). Mahwah, NJ: LawrenceErlbaum Associates. Blackbourn, J.M., Fillingim, J.G., Kritsonis, M.A., Rader D.,Schillinger, D., & Ray, J. (2007). The road ahead: 10 trends thatwill impact education in this century. National forum of EducationalAdministration and Supervision, 24 (3), 4-22.. Blackbourn, J.M., Papasan, B., Vinson, T.P., & Blackbourn, R.L.(2000). 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Fillingim, Susan McCelland,University of Mississippi The University of Mississippi, also known as Ole Miss, is a public, coeducational research university located in Oxford, Mississippi. Founded in 1848, the school is composed of the main campus in Oxford and three branch campuses located in Booneville, Tupelo, and Southaven. . G. Franklin Elrod, Meagan B. Medley,Mississippi State University Mississippi State University,at Mississippi State, near Starkville; land-grant and state supported; coeducational; chartered 1878 as an agricultural and mechanical college, opened 1880. From 1932 to 1958 it was known as Mississippi State College. . Mary Alice Mary Alice Smith (born December 3, 1941 in Indianola, Mississippi, U.S.) is an Emmy Award and Tony Award winning actress. In 1987 she received a Tony for Best Featured Actress in a Play for her work in Fences. Kritsonis, Prairieview A&MUniversity. Jan Ray, West Texas A&M University. Correspondence concerning this article should be addressed to J.M.Blackbourn at jmb@olemiss.eduTable 1 Student Generated PBL Panels for Cara E.--Scenario #1Facts Questions Hypotheses[empty set] 1. How did Cara perform 1.a. Cara had the sameCara is in in her previous difficulties inan 81 grade school? her previousUS history 2. Are the tests worded school.class on the 8th grade 1.b. Cara did better level? at her previous[empty set] 3. What type of test is school.Cara is a new given? (FORMAT) 2.a. Tests are too highstudent to the 4. What is the highest skilled for her toschool district. level of edu of her comprehend. parents? 2.b. Tests are too[empty set] 5. Are her parents low for her toMr. Hipp, her supportive of her comprehend.teacher is a education? 3.a. Mr. Hipp's testsnew teacher. 6 Where does she sit are short answer. in the class? 4.a. High school?[empty set] 7. What is his layout 5.a. Her parents areUS History is in the classroom? supportive of herthe 3rd period 8. What is the education.class. achievement level 5.b. Her parents are of the kids she not supportive of[empty set] sits with. her education.Consistently 9. What type of 6.a. She sits by kidslower scores pedagogical style in the class thatthan even the does the teacher distract her have and use to during testLD children, instruct Cara? taking.even with 10. What resources does 7.a. The layout is theproper he use to teach? classroom is suchdecoding. 11. How much material is that the class is being tested on? easily distracted. 8.a. Cara sits with students that are low achieving and discouraging of those that achieve well. 9.a. Mr. Hipp's style is lecture and discussion, allowing Cara to tune out of discussion. 10.a. Mr. Hipp uses worksheets as his main activity source and outside reading. 11.a. 3 chapters at one timePlans Learning Issues Resources1. Administer PIAT-R to [empty set] [empty set] Net: http: Cara (reading comp Constructivism and reading [empty set] Dictionary recognition) [empty set]2. Examine Cara's school Pedagogical [empty set] Mr. Hipp's records. tests3. Meet with parents to determine her [empty set] File possible problems.4. Call previous school [empty set] Previous teacher and discuss teachers' records Cara's achievement.5. Visit Mr. Hipp's [empty set] Parents' class and assess reports layout and pedagogy, and achievement of [empty set] Other classmates sitting teachers near Cara.6. Talk with other teachers and ask what is different/similar in their classrooms.Table 2Means and Standard Deviations of Each Survey ItemSurvey Item Mean sI would participate more in PBL if I did not use a 2.18 1.08laptop.The laptop helps us address learning issues immediately, 4.73 0.47rather than waiting for the next seminar.Use of the laptop hinders team discussions as we are too 2.45 1.37focused on the computer screens.Not having a single scribe to record data helps 3.18 1.50facilitate the PBL process.Use of the laptop helps me participate with my PBL team. 3.48 1.35With the laptop, I am too focused on entering data 3.20 1.42rather than discussing the case with my team members.Technological "glitches" with my laptop hindered my 3.13 1.39participation.I prefer not using the laptop in PBL activities. 2.92 1.41I prefer using the laptop in PBL activities. 3.13 1.44Survey scale: 1 = Strongly Disagree to 5 = Strongly Agree