Interactive multimedia PBL: Design, development and evaluation
Enhancing pre-service teachers' self-efficacy beliefs about teaching with computers
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Despite support through policy and resource provision, information and communications technologies (ICTs) have made limited impact on the practice of education. Self-efficacy beliefs about teaching with computers have been identified as a source of influence on teachers use of ICTs for teaching. Interactive multimedia using a problem-based learning design (IMM-PBL) was designed and developed using content relevant to the integration of ICTs into teaching. The materials were evaluated in use with a group of final year pre-service teachers in a Queensland university. Participants reported that t...
Despite support through policy and resource provision, information and communications technologies (ICTs) have made limited impact on the practice of education. Self-efficacy beliefs about teaching with computers have been identified as a source of influence on teachers use of ICTs for teaching. Interactive multimedia using a problem-based learning design (IMM-PBL) was designed and developed using content relevant to the integration of ICTs into teaching. The materials were evaluated in use with a group of final year pre-service teachers in a Queensland university. Participants reported that the materials were engaging and assisted their learning about integrating computers in their teaching. A statistically significant increase in self-efficacy for teaching with computers was found for users who had initially low self-efficacy for teaching with computers. The principles proposed for IMM-PBL design were found to offer a practical basis for the development of effective learning materials. With further development, IMM-PBL promises to be a powerful and flexible approach to supporting learning for teachers and other professionals.
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