1. How Does a Teacher Become Proficient in Project Based Learning and One-To-One
Computing?
A Field Project Presented to the Faculty of the College of Education
TOURO UNIVERSITY - CALIFORNIA
In Partial Fulfillment of the Requirements of the Degree of
MASTERS OF ARTS
in
EDUCATIONAL TECHNOLOGY
By
Jessica Bloom
MONTH 2011-2012

2. How Does a Teacher Become Proficient in Project Based Learning and One-To-One
Computing?
In partial Fulfillment of the Requirements of the
MASTER OF ARTS DEGREE
In
EDUCATION
BY
Jessica Bloom
TOURO UNIVERSITY – CALIFORNIA
Month Year
Under the guidance and approval of the committee and approval by all the members, this
field project has been accepted in partial fulfillment of the requirements for the degree.
Approved:
___________________________ ___________________
Pamela A. Redmond, Ed.D. Date
__________________________ ___________________
Jim O’Connor, Ph.D, Dean Date

3. TOURO UNIVERSITY CALIFORNIA
College of Education
Author Release
Name: Jessica Bloom
The Touro University California College of Education has permission to use my MA
thesis or field project as an example of acceptable work. This permission includes the
right to duplicate the manuscript as well as permits the document to be checked out from
the College Library or School website.
In addition, I give Dr. Pamela Redmond permission to share my handbook with others via
the Internet.
Signature: __________________________________
Date: ______________________________________

4. i
Table of Contents
LIST OF TABLES ...................................................................................................................................... III
CHAPTER I .................................................................................................................................................................1
INTRODUCTION .........................................................................................................................................................1
STATEMENT OF THE PROBLEM ..............................................................................................................................3
BACKGROUND AND NEED .......................................................................................................................................4
THEORETICAL RATIONALE .....................................................................................................................................5
IN ANSWER TO THE QUESTION, WHAT DOES THE JOURNEY OF BECOMING PROJECT BASED LEARNING
AND ONE-TO-ONE COMPUTING PROFICIENT LOOK LIKE, THIS PROJECT PROPOSED TO DEVELOP A GUIDE
FOR LANGUAGE TEACHERS BEGINNING THE PBL AND ONE-TO-ONE COMPUTING JOURNEY. A DIGITAL
GUIDEBOOK/ WEBSITE WILL BE CREATED TO DOCUMENT THE PROCESS FOR BECOMING PBL LEARNING
PROFICIENT. THE WEBSITE WILL CONTAIN TRAININGS, INSIGHT ON THE PLANNING, SAMPLE PROJECTS,
AND TECHNOLOGY TIPS, TO HELP OTHER NEW TEACHERS BECOME PBL PROFICIENT. ................................7
METHODOLOGY ........................................................................................................................................................8
LIMITATIONS .......................................................................................................................................................... 11
TIME IS THE BIGGEST LIMITATION, SPECIFICALLY; LONGITUDINAL EFFECTS WILL NOT BE SEEN AS THE
RESEARCHER IS CONSTRAINED BY THE LIMITATION OF A MASTER’S THESIS TIMELINE. THE STUDY WILL
CAPTURE THE MOST ESSENTIAL PART OF BECOMING PROJECT BASED LEARNING PROFICIENT, WHICH
INCLUDES THE TRAININGS, THE ORIENTATION OF THE CLASSROOM, THE PLANNING BEFORE THE
SCHOOL YEAR AND THE FIRST FEW PROJECTS USED WITHIN THE CLASSROOM. THE STUDY WILL
PRODUCE THE GROUNDWORK FOR A MORE EXTENSIVE RESEARCH PROJECT IN THE FUTURE. ................. 11
DEFINITION OF TERMS ......................................................................................................................................... 12
SUMMARY ............................................................................................................................................................... 13
CHAPTER II ............................................................................................................................................. 15
THE GOAL OF THIS PROJECT WAS TO CREATE A WEBSITE TO HELP TEACHERS IN THE PROCESS OF
BECOMING PBL AND ONE-TO-ONE LEARNING PROFICIENT. THE GUIDEBOOK ONLINE CONTAINED
TRAININGS, INSIGHT ON THE PLANNING, AND IMPLEMENTATION OF PROJECTS, CLASSROOM
MANAGEMENT, AND TECHNOLOGICAL TIPS, TO HELP OTHER NEW TEACHERS BECOME PBL PROFICIENT.
.................................................................................................................................................................................. 32
RECOMMENDATION, EVALUATION OF THE PROJECT AND IMPLICATIONS OF THE
RESULTS ................................................................................................................................................... 34
TIME IS THE BIGGEST LIMITATION, SPECIFICALLY; LONGITUDINAL EFFECTS COULD NOT BE SEEN AS THE
RESEARCHER WAS CONSTRAINED BY THE LIMITATION OF A MASTER’S THESIS TIMELINE. THE STUDY
CAPTURED THE MOST ESSENTIAL PART OF BECOMING PROJECT BASED LEARNING PROFICIENT, WHICH
INCLUDES THE TRAININGS, THE PLANNING BEFORE THE SCHOOL YEAR AND THE FIRST FEW PROJECTS
USED WITHIN THE CLASSROOM. THE STUDY PRODUCED THE GROUNDWORK FOR A MORE EXTENSIVE
RESEARCH PROJECT IN THE FUTURE................................................................................................................... 35
THIS PROJECT PROVIDED A DIGITAL GUIDE TO HELP OTHER TEACHERS IN THE PROCESS
OF PBL AND ONE TO ONE COMPUTER INTEGRATION. THIS PROJECT, ESPECIALLY THE
FIRST SURVEY, REVEALED THAT DEVELOPMENT MAY VARY FROM TEACHER TO
TEACHER. ALTHOUGH A USEFUL WEBSITE OR COLLECTION OF THE PROCESS OF
BECOMING PBL PROFICIENT WAS CREATED, THIS WAS A STARTING POINT BUT NOT A
SOLUTION FOR EVERY PROBLEM THAT A TEACHER ENCOUNTERED WHEN BEGINNING
THE PBL AND ONE-TO-ONE COMPUTING JOURNEY. THE RESEARCHER HYPOTHESIZED
THAT TEACHERS THAT WERE AFRAID OF THE CHANGE TO PBL LEARNING. THIS WAS
TRUE AS THE STUDY REVEALED THAT SOME TEACHERS WERE FEARFUL AND THE
WORKSHOPS TOGETHER DID SETTLE SOME OF THEIR FEARS. PBL PROFICIENCY MAY

5. ii
LOOK DIFFERENT FOR EVERYONE; SPECIFICALLY AMONG DIFFERENT CONTENT AREAS.
AS FOR WORLD LANGUAGES IT BECAME EVIDENT THAT BECOMING PBL AND ONE-TO-
ONE COMPUTING PROFICIENT WILL TAKE DIFFERENT AMOUNTS OF TIME. FIRST
TEACHERS NEED TO EXPLORE PBL AND TECHNOLOGY TOGETHER DURING
COLLABORATION TIME TOGETHER. SECOND OF ALL, TEACHERS WILL BRAINSTORM
SMALL PROJECTS ON THEIR OWN. LASTLY, WHOLE DEPARTMENTS WILL WORK
TOGETHER COLLABORATIVELY TO CREATE LARGER PROJECS. OVERALL THE PROCESS OF
BECOMING PBL AND ONE-TO-ONE COMPUTING PROFICIENT WILL TAKE TIME AND WILL
VARY FROM TEACHER TO TEACHER................................................................................................. 36
REFERENCES ........................................................................................................................................... 37
APPENDIX: FIELD PROJECT .............................................................................................................. 40
HOW TO BECOME PBL AND ONE-TO-ONE COMPUTING PROFICIENT ................................ 40
PBL AND ONE TO ONE COMPUTING SURVEY .............................................................................. 40
APPENDIX F- TO USE WITH TEACHERS SECOND SEMESTER AFTER THEY HAVE
CREATED PROJECTS TOGETHER ..................................................................................................... 45
PHASE ONE: PRESENTATION ............................................................................................... 46
PHASE TWO: CRITIQUE............................................................................................................ 46
PHASE THREE: RESPONSE ............................................................................................................................... 47

6. iii
List of Tables

7. Chapter I
Introduction
Along with the passage of time comes change. For example, computers that once
took up an entire room are now laptops or desktops. Computers have become so small
that they conveniently fit into the palm of our hand . Changes, however, do not only
happen in regard to technology.
Presently, within the classroom in the 21st century, there is an emergence of one-
to-one computing and project-based learning . One- to-one computing is when every
student has access to a computer, whether it is a laptop or a desktop within the classroom.
Project Based Learning is when projects drive the curriculum and students take
ownership of the learning process.
The Buck Institute for Project Based Learning points out that in previous
centuries students needed to focus just on mastering each subject area and then being
assessed through content knowledge with quizzes and tests (Larmer, 2009). In addition to
the former skills, students must learn to; collaborate, think critically and communicate
(Larmer, 2009). Students still learn the traditional material in Project Based Learning in
addition to learning real world applications and/or creating a final product. Presently, in
the 21st century knowledge and skills rainbow, students need to learn innovation skills,
life and career skills, core subjects and 21st century and information, media and
technology (Trilling & Fadel, 2009). Currently, classrooms are increasingly becoming
more students centered, as the teacher does not hold all the answers. When one-to-one
computing and projects exist, the student takes more control of their own learning.

8. One-to-one computing in combination with Project Based Learning (PBL) does
provide a solution to meeting the new demands of the 21st century. Teachers in teams
select essential standards and then create projects that make students masters these
essential standards. It is clearly illustrated in the PBL starter kit provided by the Buck
Institute that the project is central to the curriculum and drives the instruction (Larmer,
2009). The goal of PBL is a set of learning experiences and tasks that guide students in an
inquiry toward answering a central question, problem or challenge. The artifacts of what
students create should be rigorous and demonstrate mastery of essential standards
(Larmer, 2009). Project Based Learning appears to combine one-to-one computing and
real projects or real life problems to make students use technology to find answers
(Larmer, 2009). Now the question and reason for this study emerge. It seems easy in
theory the integration of project based learning and one-to-one computing but what
stands in the way? The fear that it is difficult to put one-to-one computing and project
based learning into practice.
The question that teachers are left with is how does one become proficient at
project based learning and using one-to-one computing? Currently teachers have
concerns such as, what will it look like? How much technology do teachers need to
know? How will teachers need to work together? What if the teacher does not remember
something from training? Where will the teacher get help? What does the process look
like of becoming proficient? In light of these questions, a need for a study emerges as to
how these questions can be answered so that faculty is not overwhelmed. Instead the
faculty can focus on following steps or examples to become PBL and one-to-one
computing proficient.

9. The goal of this study after reading, attending trainings for PBL, and observing
veteran teachers is to create a wiki guidebook. This wiki guidebook will document the
process of becoming proficient at PBL and one-to-one computing proficient. The
researcher intends to interview all department members after an introduction to get their
concerns and then address these concerns in the wiki website. The intent of the proposed
project is to inspire teachers and serve as a place for solutions. The end goal will be for
the researcher to create a wiki and provide examples of projects, rubrics, best websites to
visit and programs to use within their own classrooms. It will also be a place where
teachers can look back at training information, read a blog presented by the researcher,
view a podcast, view example projects and a collection of answers to questions that were
asked before the study started.
Statement of the Problem
While project based learning is being used in classrooms with increasing
frequency, teachers may lack the knowledge or skill to properly implement PBL and one-
to-one computing. At the high school where the researcher teaches, during the 2010-
2011 school year, only two teachers wanted to pursue Project Based Learning and one-to-
one computing out of 116 teachers on campus. The question emerges, what is preventing
teachers from signing up? The researcher will attempt to answer the question and
investigate the hypothesis through a case study regarding how a teacher and their partner
teacher become proficient at implementing PBL and one-to-one computing. A guidebook
will be created in the form of a wiki to document the process of becoming proficient at
implementing PBL and one-to-one computing. Trainings, implementations of trainings,

10. projects that are created, observations and blog reflections will all be captured on the wiki
which will serve as a guidebook of the process of becoming PBL proficient.
Background and Need
The researcher, who teaches at a high school in the San Francisco Bay Area, will
document her own process of becoming PBL and one-to-one computing proficient with
the intent of answering the following questions: What will classroom management look
like? How much technology does a teacher need to know? Where can teachers find
support to make the process easier in their own classroom? The goal of this study is to
answers these questions for the researcher and other teachers that want to begin the PBL
journey.
The change to PBL learning creates hesitation from teachers who are afraid of the
unknown and what it will look like. Fortunately, previous studies examined teachers’
fears of one-to one computing have been completed by Donovan, Green, and Hartley
(2010). Their goal was first figure out what the faculty feared in regard to PBL. Then the
researchers were able to target and solve these fears. This study examined the fears of
middle school teachers in regard to one-to-one computing environment. The research
revealed that middle school teachers were concerned about how it would affect them on a
personal level as well as their students (Donovan, Green, & Hartley, 2010). The study
found that teachers undergoing the change to one-to-one- computing and PBL were
preoccupied with pedagogy and classroom management to the same degree as novice
teachers (Donovan et al., 2010). The study concluded that if data is collected on how
teachers feel, and then the focus can be on preventing these fears. The study’s

11. recommendations provided teachers with support and required teachers to work in
groups. In another study completed by Donovan and Green, faculty members in a college
teaching credential program were selected to teach through one-to-one computing. The
participants did not volunteer but were randomly selected. It became apparent that
faculty readiness for one-to-one computing, faculty preparation and addressing faculty
differences helped to settle their fears (Donovan & Green, 2010) . The researcher’s study
will use the surveys created by Donovan and Green to find the specific fears teachers
have and then address these fears on the wiki blog site.
Theoretical Rationale
The predominant theory is that the 20th century was behaviorist teaching where
the teacher holds all the information. The 21st century movement and project based
learning is seen in the theory of constructivism. Constructivism is the dominant theory
that underlies the technology movement with the new one-to-one computing and PBL.
The learners, being the students, need to explore, invent, question and create. The big
difference is once a student is given a vehicle like a computer they need to stop being
passive and start learning to think on their own. Teachers are fearful that while students
learn to perform in a project environment the students still need to perform on
standardized tests and there is a clash between theories (Pflaum, 2004) . It emerges
through studying both theories that although constructivism supports technology and PBL
learning, behaviorism is still apparent and still shapes the political reality with
standardized test. One theory, such as constructivism, is not the end all; this study will
demonstrate that a mixture of both is fine and students can perform with a combination of

12. both theories (Pflaum, 2004). Both behaviorism and constructivism can co-exist in the
environment of PBL and on-to-one computing.
In order for teachers to be proficient at PBL and one-to-one computing, teachers
must learn to work together. The website will document projects; capture the workshops
that the researcher will have attended, the documentation of projects created with their
partner teacher. The website will have posted all of the work for trainings the three
researcher will lead. The goal of this website is to create an open stage for collaboration
amongst teachers. Mike Schmoker, in Results Now explains how professionals in every
other industry do not work alone. They usually work together so why are teachers
working in isolation? (Schmoker, 2006). If teachers want kids to work together teachers
themselves have to work together. The PBL and one-to –one computing model will force
teachers and students to work closer together.
The researcher’s school has also discovered that defining essential standards
allows teachers and students to become proficient. After essential standards have been
defined then PBL projects can be implemented. The essential question will be the driving
force of a PBL project. In the book, Focus, Elevating the Essential Standards by
Schmoker it becomes apparent that the essential standards count (Schmoker, 2011). In
addition, many schools are focusing on Marzano and his teaching philosophy. Marzano
has three principles for cognitive psychology: ―Principle 1: Learning is enhanced when a
teacher identifies specific types of knowledge that are the focus of a unit or lesson‖
(Marzano, 2003, p. 109). This will be seen in the process of becoming PBL proficient, as
teachers will create lessons based on essential standards. Marzano’s ―Principle 2:
Learning requires engagement in tasks that are structured sufficiently similar to allow for

13. effective transfer of knowledge‖(Marzano, 2003, p. 109-111). Thus research will be
collected on students during a PBL unit undergoing practice activities and workshops.
―Principle 3: Learning requires multiple exposure to and complex interactions with
knowledge (Marzano, 2003, p.112). This will be seen at the end of the PBL process when
students have completed their project. Students will learn things through constant and
repetitive exposure during their projects. The research of Marzano supported project-
based learning, which follows the model of first finding essential standards. Then having
students practice and teachers teach in a traditional form, in the last step Students take
ownership and create a final project that demonstrates their understanding of the topic.
The background studies by the Buck Institute School point to the success with
PBL and the need to study it more (Larmer, 2009). PBL can give teachers a great way to
meet content standards, motivate students and integrate technology with the outside
world (Larmer, 2009). Researchers have found that when well designed and
implemented, PBL, can be more effective, increase motivation, increase retention, and
help the lower achieving students (Larmer, 2009). Many educators feel that this is a
great way to connect communication and create a collaborative culture (Larmer, 2009).
While PBL and one-to-one computing sounds perfect in writing, there is a need to
explore the real process of becoming PBL proficient through the real life experiences of
teachers.
Project Objective
In answer to the question, what does the journey of becoming Project Based
Learning and one-to-one computing proficient look like, this project proposed to develop
a guide for language teachers beginning the PBL and one-to-one computing journey. A

14. digital guidebook/ website will be created to document the process for becoming PBL
learning proficient. The website will contain trainings, insight on the planning, sample
projects, and technology tips, to help other new teachers become PBL proficient.
It is expected that teacher developmentmay vary from teacher to teacher.
Although a useful website or collection of the process of becoming PBL proficient will
be created, this will be a starting point but not a solution for every problem that a
beginning teacher starts out with. The researcher hypothesizes that she will encounter
teachers that are afraid of the change to PBL learning.Answers and examples as
documented in the study should settle their fears.Finally, PBL proficiencymay look
different for everyone; the researcher hypothesizes that this will be evident from the final
product.
Methodology
In order to answer the research question of what is the process of becoming PBL
and one-to-one computing proficient, a study will be conducted in the form of two case
studies. The researcher will be using the PBL model for the first time. The researcher’s
classroom is a world language, Spanish 1 classroom, in a suburban high school in the San
Francisco Bay Area. The researcher teaches 4 Spanish 1 classes that will be using PBL
for the first time. Data in the form of projects and a class website used with students, will
be compiled from all classes the teacher has, trainings will be attended, collaboration will
be made with partner teacher. The partner teacher will be teaching French 1 and will also
be teaching with PBL and one-to-one computing for the first time. Also data will be
collected in regard to projects that the partner teachers work together collaboratively to
create that require PBL and one-to-one computing proficient.

15. The goal will be to compile a guidebook study of the process of becoming PBL
proficient the trainings, the lesson planning and creation of projects, the integration of
one-to-one computing, and finally the best websites to use when implementing a project.
The goal will be to help obtain information to help teachers become PBL proficient.It is
also important to know the demographics of the school.
Other general information about the California high schoolis that it is a
Distinguished School. The students are38% Hispanic or Latino, 38 % White, 10 %
Filipino, 4 % African American, 2 % Asian, 1 % American Indian, 1 % Pacific Islander.
English Language Learners are 9 % and Special Education students are 10 %. The state
rank, which is determined by a school’s API Score in comparison to all other schools in
California, is a 7. The API Score is 752. There are around 2500 students in the school.
First the researcher will introduce the concept of PBL by providing teachers with
an entry document. That they have been invited to rise to the challenge of creating a PBL
and one to one computing project or unit in their classroom. The second day the teachers
and researcher meets the researcher will lead teachers in an introduction workshop to
technology and the website the researcher is creating. Then the teacher researcher will
devote an entire half hour for teacher to fill out a survey based off a mere skeleton of the
website of what teachers in world language specifically want to see that can help them in
their journey of PBL and one to one computing proficiency. A Google documents survey
will be used to collect a list of faculty concerns in regard to one-to-one computing and
project-based learning. As a result of time limitations this survey will only be conducted
with the seven other world language teachers. The survey will gather teachers’ thoughts
and opinions about PBL and one-to-one computing. The researcher will then do a case

16. study of how to become PBL and one-to-one computing proficient. The end goal will be
a digital creation of a website that will answer all the question and concerns of the seven
other department members.. The website will contain teacher trainings, projects,
classroom management and websites online that support teachers and students in the
process.. The website also allows teachers to review trainings in the forms of videos and
podcasts. The website should capture teachers’ interest of wanting to attempt PBL and
one–to-one computing in their classrooms.
Data will be specifically collected in the form of a survey from Google Docs to
survey the other seven world language teachers. The researcher will be working with the
six other world language teachers at the high school in which the study is being
conducted.While two teachers including the researcher will be transitioning into a PBL
model while the other four can be used to obtain data of what they are afraid of or what
they would like answered before they embark on the journey themselves. A survey will
be administered that was used in Donovan’s study (2010) whereby a study of teacher
concerns in regard to one-to-one computing and PBL were collected. The results from
administering Donovan’s survey will be a catalyst of what to include on the website as
advice. Donovan’s survey asks teachers what one-to-one computing is, if they like or do
not like the idea, fears they might have in regard to knowledge about computers etc. The
goal of this variation of Donovan’s survey will be that it helps accurately pinpoint
possible fears or concerns.
The research participants will be the researcher who has completed two years of
teaching and about to embark on a third year. The researcher teaches Spanish 1 and 2 at
the Bay Area high school. The study will consist of the teachers’ four Spanish 1 PBL

17. classrooms consisting of around 36 students each, one other teacher piloting PBL in two
French 1 classrooms. This study will be contrasted with four other teachers continuing
teaching in a traditional environment without one-to-one computing and PBL.
In regard to data collection procedures data will be collected anonymously
through survey information either using Google Documents. The researcher will then
take this data that has been collected and identify themes regarding the concerns of
teachers in regard to becoming PBL proficient. Permission will be requested to
redistribute materials that have been viewed at trainings to allow teachers to easily access
materials. Even if the teachers do not have access to paid software like ECHO. ECHO is
a program which contains for teachers not only access to trainings but a grade book, daily
agenda, and sample projects. The wiki that will be created in this study will provide a
free online documentation of the process of becoming PBL proficient.
Limitations
Time is the biggest limitation, specifically; longitudinal effects will not be seen as
the researcher is constrained by the limitation of a master’s thesis timeline. The study will
capture the most essential part of becoming project based learning proficient, which
includes the trainings, the orientation of the classroom, the planning before the school
year and the first few projects used within the classroom. The study will produce the
groundwork for a more extensive research project in the future.
Sample size will be a limitation as the researcher, partner teacher, and six
additional department members will be the entire data source. The small sample of
teachers includes variety in familiarity with technology, age, and willingness to change
versus keeping the status quo. Again, while the small size is a limitation, it will serve as

18. the foundation for a continuation study with a larger sample size to be studied in the
future.
The researcher will work with self-reported data as the researcher’s classroom
will be one of the classroom of the data collection. The researcher will gather data from
three of the researcher’s classrooms. The researcher will be comparing project-based
learning data from all three classes. The researcher will also be collecting data from the
partner teacher in order to verify results and compare data related to becoming project-
based learning proficient.
The limitations highlight that this study will lay the groundwork for a more
extensive study in the future capturing the process of becoming project based learning
and one-to-one computing proficient in a more longitudinal extensive case study. In a
future study, numerous departments across campus could be included and numerous
teachers followed in an extensive case study. Also, studies would be followed for at least
a year.
Definition of Terms
Proficient-Someone who is competent or skilled in using PBL or one to one
computing this will look different from person to person.
Project Based Learning (PBL) is when teachers teach with projects and projects
drive the curriculum. Projects create critical thinking and reflect real world problems.
Project Based Learning can be done with our without technology. PBL creates a student-
centered environment where students choose specifically within a topic what they want to
study. PBL students are self-motivated and work together within a team and find
solutions together to problems.

19. One to One Computing is where every student has access to a computer whether a
desktop or a laptop within the classroom in order to complete work or projects.
SC 21 learning is where students learn in an environment that teaches with 21st
century skills that focus on communication, creativity, collaboration and critical thinking.
Students learn: innovative, life and career skills, core subjects, as well as media and
technology.
Summary
Chapter one explains how the goal of this study will be to document the process
and journey of becoming Project Based Learning and one-to-one computing proficient.
The need for this study is evident as a result from faculty concerns and general non-
consensus for moving forward with PBL learning within the school where the researcher
teachers. The fact that only two teachers out of 116 were willing to transition to PBL
suggests that something is stopping teachers from making the transition.
This study will focus on the other seven teachers within the World Language
Department at the high school where the researcher teaches. By focusing only on
teachers in the World Language Department, it will allow the researcher plenty of time to
focus on documenting the PBL and one-to-one computing journey.
The researcher intends to document their own journey of becoming PBL
proficient through a wiki website. The researcher will then be able to compile a
guidebook for how to set-up a PBL and one-to-one computing classroom. The researcher
will document the trainings that are attended, collaborative work with a partner teacher,
as well as the designing and running of their first PBL projects.

20. Time, sample size, and self reported data are all limitations that capture that this
study will only lay the groundwork for a future researcher to continue a more extensive
study. A longitudinal study could follow this study with a larger sample size, for
example, consisting of numerous departments and follow several case studies instead of
just one case study.
The next chapter, a literature review, will allow the researcher to examine existing
research regarding the journey of becoming PBL and one-to-one computing proficient or
have studied this topic. The researcher will be able to build upon previous landmark
studies.

21. Chapter II
Although it is known that numerous components are required to become Project
Based Learning (PBL) and one-to-one computing proficient there is insufficient
knowledge about the process in becoming proficient. Thus, the process can seem
mysterious and overwhelming to teachers. This literature review is designed to
understand and analyze research completed in regard to PBL and one-to-one computing.
This chapter will first focus on the history of PBL and one-to-one computing,
followed by an examination of the barriers and struggles that have emerged when others
have completed the PBL and one-to-one computing journey, and finally investigating the
strategies that were successful for overcoming challenges of using PBL and one-to-one
computing in the classroom.
History
Bell (2010) studied how PBL allows us to meet the 21st Century goals of
communication, collaboration, and critical thinking. Bell described the excitement
occurring in classrooms employing PBL, and then defines PBL, ― as a student-driven
teacher-facilitated approach to learning. Learners pursue knowledge by asking questions
that have piqued their natural curiosity…Students love when new projects come‖ (p.39).
Bell stated that students learn to be self-reliant and that social learning helps with
collaboration skills. They learn such collaborative skills as active listening skills and
teamwork, which will help them eventually in the work world. Students also learn
intrinsic motivation and gain success through teacher provided scaffolding. Technology
allows for students to construct knowledge and share their thoughts, digitally, with a
global audience.

22. There are a number of advantages to a PBL environment. Dewey (1938, as cited
by Bell, 2010) proposed that learning by doing was a positive influence in shaping
students’ learning. Bell (2010) suggested PBL could help develop students’ natural
curiosity and love of learning, as it is a form of social constructivism. Most importantly,
the use of rubrics is paramount in creating an environment of self-reflection. Students
learn how to receive critical feedback and thus are prepared for the workforce upon
exiting. Problem solving and critical thinking skills currently are more important than
facts and memorization with the development 21st Century skills. Also the usage of
rubric-based peer-feedback forces students to become critical friends and cohesive group
members. In addition to the role of the student changing, the teacher’s role also changes,
as the classroom becomes a more student-centered environment. Therefore, knowing that
students will thrive in a constructivist, technology enhanced, PBL environment, teachers
should be motivated to try this style of teaching.
There are an abundance of hurdles on the path to PBL proficiency. Ertmer and
Simons (2006) researched PBL and explained that it has long been successfully used in
medical and pre-professional schools but not widely adopted by teachers. Ertmer and
Simons explained that although PBL is a relevant model—as it allows students to meet
the new 21st Century student’s needs—it has not been widely adopted because of the
numerous challenges teachers experience when trying to implement it. Some of the
problems related to creating the culture, adjusting the roles of teachers, and scaffolding
the learning experiences for students. There is a need for initial support of teachers as
they learn to create new classroom management procedures for the PBL environment to
enhance student engagement and learning.

23. It is also important to examine how PBL and one-to-one computing allow
teachers to move away from forcing students to memorize facts and standards and to
instead design units around essential standards as proposed by Marzano (2003).
According to Marzano, education is in a constant state of chaos stemming from multiple
and shifting standards. The multitude of ways that teachers teach is the rationale for the
standards movement. He points out that less is more in regard to standards and that we
need to teach less but teach it well. For political reasons, we have added to many
standards. Marzano declared, ―quantity is not quality‖ (p. 19). He hypothesized that
teacher morale would improve if there was a more manageable amount of essential topics
to cover. The current emphasis on standards based education frustrates teachers rather
than helps them. However, if standards based units or PBL units where projects could be
designed around essential standards, an environment in which all teachers were on the
same page and could work together would be created.
With fewer standards, a teacher’s ability to develop a collection of units and
assessments would be further enhanced (Marzano, 2003). A teacher should begin by
planning which standards will actually be assessed, then add any additional standards that
need to be assessed. Marzano emphasized that the key to planning is to not add more
topics or standards than can be taught and assessed effectively. He stated that project-
based learning is a natural fit to this philosophy because it allows the teacher to focus
each project on essential standards. After running a project, teachers can decide whether
any standards need to be added. Marzano also supported one-to-one computing because it
allows teachers to use digital tools to collaborate with each other and share successes and
challenges. Both PBL and one-to-one computing require pre-planning collaborative time

24. to create projects. Marzano’s theory of teaching essential standards has been adopted by
many school districts that support PBL environments; therefore, Marzano’s ideas of
focusing on essential standard further proves the need for teachers to begin the PBL and
one-to-one computing journey.
In his book, Classroom Instruction that Works, Marzano (2003) identified
cooperative learning as one of the nine most effective instructional strategies.
Cooperative learning is also called for in the Apple Classrooms of Tomorrow Today
(ACOT2) (2008) six-design principles of 21st Century skills which include:
1. 24/7 access to tools and resources
2. 21st Century outcomes
3. Relevant and applied curriculum
4. Informative assessments
5. Social and emotional connection
6. Culture of creativity and innovation
As Marzano suggested, collaboration aided by technology use enhances all six aspects of
designing curriculum. ACOT2 also referred to Dewey’s ―learning by doing‖ (p. 18) is the
essence of authenticity and relevance. Technology facilitates authenticity and relevancy
and encourages lessons that are not rote exercises, which are typically completed in
traditional standards-based classrooms. One-to-one computing allows students to actually
research, work, and create their own projects instead of completing traditional book
exercises.
ACOT2 (2008) focused on the need to teach students technology; the world has
changed from nine to five workday to all twenty four hours seven days a week as a result

25. of technology we are always on therefore we need our students to meet these demands.
ACOT2 examined how No Child Left Behind demanded a focus on test scores and
resulted in a demise of critical thinking skills and keeping students engaged in school.
Outdated teaching methods need to be changed. Educators must address how to meet 21st
Century skills through relevant and applied curriculum, informative assessments, social
and emotional connection, a culture of creativity and innovation, and 24/7 accesses to
tools and resources.
Another advantage is the link to the outside world; with tools such as web 2.0
technologies, wikis, blogs, and podcasts, you can communicate with anyone within the
classroom and around the globe. The ACOT2programs create a student climate of great
independence, self-directed learning, increased motivation, improved attendance, and
fewer discipline issues. (ACOT2, 2008) ACOT2created a table comparing traditional
classroom to a one-to-one computing environment (see Table 1).

26. Table 1
Comparison of new models of learning in the technology enhanced classroom (read/write
web) with the Traditional Classroom
Traditional Classroom Classroom of the Read/Write Web
Textbook Staggering breadth and depth of content. Open-source type
classrooms in which everyone contributes to the curriculum.
School teachers Knowledge of primary sources such as authors, historians,
and researchers.
Do your own work Produce work in collaborative ways for larger audiences.
Lecture Conversation.
Textbooks and more ―closed‖ sources of information Create own texts from different content providers such as
blogs, wikis, websites, discussion groups, and so on.
Teachers and students employ the many ways to find
information on the web.
Reading as passive and ―trusted‖ process Active engagement in reading for truth and accuracy.
Paper-based content Electronic learner portfolios.
Text-based writing Write in many different genres.
Mastery of content as measured by passing a test Electronic online portfolios.
Handing in assignments Contribute ideas and work to larger body of knowledge that
is the web.
Source: ACOT 2: Apple classrooms of tomorrow-today: Learning in the 21st century
background information (Rep. No. 2). (2008). Retrieved from Apple Inc. website:
http://ali.apple.com/acot2/.( p.33)
Table 1 demonstrates the usefulness of one-to-one computing specifically how it allows
for collaboration, conversation, electronic continuous portfolios, and engagement easier
than other previous methods.

27. Challenges and Barriers already discovered to PBL and One-to-one Computing
Ertmer (1999) also investigated First and Second Order Barriers to change and
identified them as extrinsic and intrinsic factors. First order barriers are internal barriers
such as a lack of access to computers, insufficient time to plan, and inadequate support.
External second order barriers are teachers’ beliefs about computers and classroom
practice and the unwillingness to change. Trainings can eliminate first order barriers but
second order barriers require a change in a belief system. Second order barriers require a
whole school change. To address second order barriers to change, schools need ―block-
busting strategies‖ (p. 48) that allow teachers to get around problems that emerge.
In regard to first order barriers, Ertmer (1999) advocated for teachers to be able to
choose the way they want to use technology and that use of technology should not be the
end goal; instead, it should be part of the learning process. Technology facilitates
meeting goals of collaboration, critical thinking and communication. Thus, schools,
districts, and governments cannot calculate success by counting how many computers are
being used. Instead they should examine the overall means of how computers are being
used to promote 21st Century learning and what first order barriers (such as extensive
equipment training, time, support that are missing or inadequate) prevent such innovative
use. First order barriers are easy to find, measure, and eliminate. Many teachers can
provide a laundry list of complaints to illustrate the frustrations that they feel. When first
order barriers go away second order problems emerge.
Second order barriers emerge when students and teachers are faced with all new
class management, discipline and lesson development issues. Second order barriers stem
from the teachers underlying beliefs. Teachers will have to create a learning environment

28. that is different from the one they experienced themselves. It is also helpful to know that
oftentimes these barriers will simply never go away. Then, we can understand how their
goals for technology and their beliefs about the role of technology may shape perception
and response to first order barriers. To ever attain high integration second order barriers
must be addressed. Second order barriers sometimes are more damaging as they are the
underlying beliefs.
Ertmer (1999) proposed a solution to these barriers, that teachers’ attitudes can be
improved by modeling, reflecting and collaborating. Modeling allows teachers to gain
examples. Learning communities led by administrators, technology coordinators,
teachers, and students can help provide modeling development activities. The process of
reflection is a critical component to teacher development. Time and the means to reflect
can be provided through ongoing access to technology tools. Publication of ideas in
electronic journals (blogs) or Twittering can be beneficial for eliciting peer support.
Teachers can use virtual real time professional development opportunities and finally
collaboration. Support is required for successful integration. Also, more time is required
for professional development ongoing training and teacher support.
As teachers learn to innovate with technology, they must also change their
classroom management techniques (Ertmer, 1999). Instructional frustrations can arise
because of teacher and student problems with technology. Therefore, initial teacher
demonstrations, proper modeling and assistance, technology posters, aids, and student
handouts can all help facilitate computer use. Class rules should be established regarding
how to care for and maintain resources. For example, keep hands off monitors, help one
another solve problems, share information and ideas openly, and congratulate each other

29. for making progress. Lastly, clear instructions for collaboration are needed to work
closely with others. Students and teachers need to support each other beyond the
computer environment.
Many teachers are concerned with how assessments will be completed in a one-
to-one or PBL environment (Ertmer, 1999). However, the solution is simple use of
rubrics, electronic portfolios, and process orientated feedback and performance tasks
requiring teams of students to solve authentic problems. Students can also undergo self-
evaluation. Not many teachers achieve highly innovative and transformative teaching
practices with technology integration. Perhaps some of this lack of progress can be
attributed to lack of practice with strategies for circumventing, overcoming and
eliminating barriers.
The process of becoming PBL and one-to-one computing proficient varies greatly
in length depending on teacher readiness, preparation and differences (Donovan and
Green, 2010). Donovan and Green studied technology concerns and implications for
teachers and educators. They initiated a one-to-one laptop teacher education pilot
program. They had twenty-nine teacher candidates in a one-year multiple subject
programs with added emphasis on teaching and learning in a one-to-one laptop
environment. The other seven world language faculty members were selected for their
levels of concerns in regard to proficiency in using technology as a learning tool.
Donovan and Green came to three main conclusions: faculty readiness, preparation, and
differences affect one-to-one computing success. As a researcher, spending time on
faculty readiness for one-to-one computing also gives the researcher time to survey,
gather and address misconceptions. By knowing concerns, there is time to determine

30. what professional support is needed. In regard to faculty preparation, teachers need to be
informed and included in the process at all times. Donovan and Green also found that
faculty differences tended to vary mostly in regard to initial concerns about technology
relative to teachers’ pedagogical beliefs. They determined that creating more support
would be helpful for teachers. Establishing a trend of faculty concerns could also be
beneficial.
Donovan, Green, and Hartley (2010) also explored one-to-one computing in the
middle school setting. They specifically examined how different implementation of
laptop programs can have numerous different results. The study design addressed the gap
in literature regarding the implementation of laptop computers in the middle school
setting. There were three configurations of laptop computers. All three teachers were at
the same school and had equal access to the technology; however, they all used varying
amounts of technology and varied in teaching philosophies from textbook to PBL, and
therefore all had a very different result. This study is hopeful for teachers as they can see
the correlation between the choices teachers make in regard to classroom management,
technology integration, and use of PBL, and the success of increased student performance
and engagement.

31. Instructional Technology Instructional Challenges Cited Lesson Design/Student Student performances Teacher Performances
Used by Teacher Choice
A Posted assignments via a None 21st Century model where All students brought their Teachers rarely collected
drop box system. students were given laptop unless the laptop papers; viewed digital
Daily attendance, checked choices in their learning was recalled or repaired. documents instead.
email, modeled process. Students used the Kept up to date on
assignments for class. PBL design was used computers for a variety of resources.
Collected student work on instruction in Modeled work with
the computer. configuration computer.
Used for creating PBL Internet, communication Clear rules and
learning. presentations, assignment expectations.
Internet communication and homework.
with teacher and student. Understood rules and
Created for students’ brought laptops.
online test, quizzes and
student presentations.
B Assignment electronically Not all students brought PBL assignments involved Students engaged in off Grouped students based on
retrieved on occasion. their laptops to class. student research an task activities during class. laptop access.
No electronic collection of Batteries were dead or assigned topic completing Distracted by games on Asked the whole class if
work students turned them laptops were being a slideshows or computers. there were technology
in manually by hand. repaired and recalled or presentation of poster or glitches.
No electronic simply left at home. mini book. Teacher did not have clear
communication between Not as much choice for classroom management
the teacher and student. students. rules for students.
For record keeping an
attendance.
C No electronic collection of Students came unprepared Lessons were designed Students were sometimes Used technology for
assignments for class or theybrought around the textbook. off task and not engaged lecture presentation
No Internet based their laptops and simply Students answered purposes.
activities. left them in their textbook questions or
Nor electronic backpacks unused during completed a student
communication class. handout.
No online assessments Students not as engaged Only used word
Only used the computer processing if the computer
for attendance and their was ever even used no
email. Internet based work.

32. The relevance of this table as synthesized from Donovan, Green, and Hartley
(2010) is that if the technology is used correctly along with PBL, and clear lessons and
classroom management is employed teachers had a great deal of success. On the other
hand teachers that made excuses for students not being prepared, used a mixture of
resources, and did not integrate the technology appropriately saw that students were less
engaged and had less ownership over the learning process. Although all teachers had the
same resources, it is up to fellow teachers and administrators to make sure PBL and one-
to-one computing is established uniformly throughout a school. Luckily, ACOT captured
in the representation of a five stage chart of technology integration. How the teacher that
had the most success was at the final stages whereas the other teachers in configuration A
and B could have been struggling because they were simply going through the stages and
process of technology integration.
ACOT teacher development centers were designed to use technology as a
motivator and a tool for teaching and learning and study the process of using technology
in the classroom (ACOT, 1995). The study ran from 1985-1995. ACOT teacher
development centers were created to engage teachers in the same activities that they were
going to aim to create for their students. In ACOT project research conclusions were
made that many experienced teachers were concerned about effective pedagogy and
management in the same way they were as novice teachers. Earlier many people were
concerned about how the computer initiative would impact them on a personal level.
The basic questions that drove ACOT were what happens when computers are significant
resources? Does using a lot of technology affect how teachers teach and how students

33. learn? Most relevant to this study is the realization that there are five stages to technology
integration that teachers go through:
Entry Learn the basics of using the new technology.
Adoption Use new technology to support traditional instruction.
Adaptation Integrate new technology into traditional classroom practice. Here, they
often focus on increased student productivity and engagement by using word processors,
spreadsheets,and graphics tools.
Appropriation Focus on cooperative, project-based, and interdisciplinary work—
incorporating the technology as needed and as one of many tools.
Invention Discover new uses for technology tools, for example, developing spreadsheet
macros for teaching algebra or designing projects that combine multiple technologies.
(ACOT, 1995, p. 16) These stages of entry, adoption, adaption, appropriation and
invention are made easier when mentors are available. Knowing these defined stages
allows for teachers and administrators to realize where they area on the road to
technology integration. The role of the coaching teacher and teacher in the classroom
change during the PBL and one-to-one computing journey as they become facilitators
they help each other out in all situations. More group work occurs in learning
communities as teachers, teacher leaders and administrators share ideas and work
together to overcome any obstacles.
ACOT’s (1995) stages of development can be seen in the three classroom
configurations that Donovan and Green (2010) studied. As the teacher that had the most
success was onto the final levels of appropriation and already beginning the last staged of
invention. As the teacher in configuration A had successfully already completed entry of
becoming familiar with the technology. Then this teacher already went through adoption
of combining the new technology with available resources. And then this configuration A

34. already worked on adaption of integrating technology into the traditional classroom. In
this configuration the teacher mastered the adaption stage of classroom management. The
other configurations B and C were stuck in the earlier forms of integration thus capturing
how teachers will all be on different levels of integration during this process and need
time to collaborate and reach the final stages of technology integration.
Success and Support for PBL and One-to-one Computing
In regard to PBL and one-to-one computing many studies have created support to
help teachers through the PBL and one-to-one computing process. Studies have been
done to not focus only on fears but solutions to common problems even training websites
with advice have been created. For example, Ravitz, et al. (2004) created an online
professional development to meet the needs of PBL teachers. The PBL online website/
project had a section on designing the PBL project, online courses available to learn more
technology, as well as course management, course expectations, time management, etc.
Therefore, they created an online guidebook; although factually helpful it is missing
examples of how to create a project from scratch or example projects in every subject.
Teachers want to see how to use the technology on a day-to-day basis, how to meet with
other teachers and really collaborate, or even how to create content specific warm-ups or
samples projects for all content areas. In addition to a guidebook online preparation is
provided. They stress teachers are more willing to use one-to-one computing after
receiving appropriate training. Therefore they suggest online preparation training is
available in the form of five hours of training on their website. Shortcomings are evident

35. though as it is left up to the teacher to take the ownership and collaborate with others and
learn how to use PBL and one-to-one computing at their site with others.
Once again the journey of one-to-one computing can be a tough one as seen in the
journey of two seventh grade teachers becoming one-to-one computing proficient.
However this study also suggest solutions. Garthwait and Wellner (2005) found teacher
success depended on the role of the teacher changing. The traditional role of the teacher
being the whole source of knowledge within the classroom is shattered once technology
is introduced. With one-to-one computing students have the world at their fingertips.
Therefore the role of the teacher as an omniscient source of knowledge must be
redefined? When the teacher becomes more of a coach there study found greater success
in learning and with the PBL model in general.
Garthwait and Wellner (2005) addressed that in order to have success in the
environment of one-to-one computing the teacher must have solutions for logistical
problems that occur. For example, the best time of day to even use the Internet as a result
of issues with network connections. There exists inequality in classrooms in regard to
students’ familiarity and access to technology at home. During the study focusing on two
teachers using one-to-one computing. One teacher was more advanced with technology
usage and could focus on pedagogy problems. The other teacher in the study was bogged
down in technical problems. For example, in regard to using a shared printer, this
situation highlighted differences in teacher readiness in regard to technology. One teacher
had connectivity issues with even getting the printer connected. Whereas the second
teacher had no technical issues and instead had pedagogy problems in regard to what kind
of projects he could assign to use the printers. Garthwait and Wellner come to the

36. conclusion that it is okay that teachers are at different levels of integration they should
work together to overcome these obstacles. Garthwait and Wellner explored how
assignments might not be completed during the day before laptops can be sent home a
school policy should be in place to even allow computers home. Garthwait and Wellner
continued to stress laptop school rules are necessary to ensure classroom management
success. They suggested basic rules of keeping laptops charged and rules for printing.
They went as far as suggesting rule consequences to help management. For example,
after students violated rules too many times they were disconnected from the network or
limited in regard to printing. The reality is teachers will be tackling different
management challenges than found in a traditional classroom. Clear school and new
technology specific classroom rules will ease teachers’ transition into one-to-one
computing.
Engel and Green (2011), in Dialing Up Disaster, explored the successes of one-
to-one computing in regard to cell phone integration in the classroom. They talked about
the importance of rules, being prepared for alternatives if students do not have
smartphone cell phones. It is apparent that flexibility really is key. Their study reiterated
that having alternative assignments and strong rules are necessary for success with any
technology integration.
Schuck, Abusson and Kearney (2010) studied how to use Web 2.0 successfully.
Schuck realized that students are familiar with the sites they use therefore oftentimes they
are not starting from scratch. It is suggested that teachers force students to use web 2.0 in
different ways to make them learn something new. Schuck, et al. declared it is the
teachers’ job to explore these free online websites and use them. This can go hand and

37. hand with the 21st Century student, as they know basic uses for technology however they
need to be pushed to learn how to use the technology for business and jobs as well as in
the classroom. Therefore, to be successful at integration of Web 2.0, the teacher should
first become familiar with what websites are already out there, which websites students
currently use, then teach students how to appropriately use them as well as teaching
students other useful Web 2.0 sites.
Hooft, Diaz and Swan (2004) explored using palm handheld computers they
captured in their study how their can be numerous positives of technology integration and
yet a teacher can still mix in more traditional classroom styles when there are technology
glitches. The data on using palm handheld computers concluded that teachers were more
organized and so were students when using them. Although Hooft, et al. came to the
conclusion that teachers wished that they could control and monitor how students were
using them better. Realistically it was harder to write on them than any of them
originally thought. Hooft, et al. explored although technology is available some students
will prefer traditional old fashion note taking and that is okay. Therefore the teacher can
have a greater success in implementing one-to-one computing when allowing for some
differentiation within the classroom. The instructor can allow a few students that want to
continue note taking by hand to do so as technology might not work for every student in
every aspect. Allowing for flexibility is again the key to success.
Garthwait and Wellner (2005), Engel and Green (2011), Shuck, Abusson and
Kearny (2010), and finally Hooft , Diaz and Swan ( 2004), came to the conclusion that
innovation in technology is engaging for students and has many positive aspects.

38. However a teacher always needs to be flexible and have a back up plan if innovation does
not work.
In regard to computer ethics, digital plagiarism and cheating this subject can feel
overwhelming to teachers. However Ma, Wan and Lu (2008) studied how it is possible to
tackle this issue by educating students not to plagiarize or cheat and making projects
rigorous enough. Digital plagiarism is currently everywhere and most teachers are not
going through the effort to catch students. This has created a relaxed attitude of teachers
and students. Currently when students find information the culture is to copy and paste.
Ma, et al. discovered that the reason why students copy and paste is that others are doing
it. With the vast quantity of information available it is hard to catch plagiarism. The
temptation for cheating is overwhelming due to the high pressure for achievement. To
successfully stop plagiarism websites can be blocked or information being turned in can
be scanned for plagiarism. Another preventative measure is to educate students to
understand what plagiarism is and make them see it is not worth taking another’s persons
works as their own as this is a from of stealing. In addition, activities that require analysis
are relevant and engaging help cut down on cheating.
Ertmer, et al. (2009) focused their study on five middle school teachers that were
already using the PBL model for four years and were now successfully integrating one-
to-one technology. They examined what were the challenges of adding on one-to-one
computing and why do teachers persist. They came to the conclusion that to be
successful teachers must put a great deal of time into planning, implementing and
assessing. In regard to planning teachers must anticipate all the ways the lesson can go.
To be successful at planning they suggest at first keeping lessons small and manageable

39. for both teachers and students. The role of the teacher also changes during
implementation they become a facilitator. In regard to implementing technology teachers
should :
1. Have a list of relevant resources ready.
2. Keep students on track by checking in daily.
3. Teachers must be flexible if technology glitches occur then use non-
technology PBL ways.
4. Have paper and books on hand for example just in case the technology fails.
( For example: create informational paper notebooks that students had printed
out and students could use them for homework.
5. Time is the only other challenge, as teachers need lots of time to integrate
technology successfully.
Below is a table the researchers created as a result of the study capturing recommended
strategies for planning, implementing and assessing PBL units combined with
technology.

40. Ertmer, P. A., Glazewski, K. D., Jones, D., Ottenbreit-Leftwich, A., Goktas, Y., Collins, K., & Kocaman,
A. (2009). Facilitating technology-enhanced problem-based learning(PBL) in the middle school
classroom: An examination of how and why teachers adapt. Journal of Interactive Learning and
Research, 20(1), (51).

41. Summary
This literature review highlighted although PBL and one-to-one computing is
beneficial to the students and a great way to prepare students for the 21st century,
different obstacles can stand in teachers’ way of successful implementation. Some of
these obstacles are fear of technology, how to create projects and issues stemming around
classroom management. As well as the reality that there are stages to technology
integration that simply take time. A number of solutions exist to these problems such as a
need for flexibility in regard to technology use, collaboration, and strong lesson planning
and classroom management skills that specifically address technology use.
There is a relevancy for creating a website documenting the early process of
becoming PBL and one-to-one computing proficient. As previous studies such as Ertmer,
et.al (2009) have focused on five teachers that were already using PBL successfully for
years then added technology. Therefore there is a need to study the early stages for
adoption and teachers that chose not to use this model and why not. Also there is a need
to explore why and if teachers stop the process.
ACOT2(2008) also supports the need to capture the process of becoming PBL and
one-to-one computing proficient. As seen in how the ACOT2focuses specifically on the
goal of reaching high school students with one-to-one computing to meet the 21st Century
student needs. Their goal is to create online data and voices and examples of technology
therefore creating testimony of success. Eventually they want to create a curriculum for a
freshman year of high school using technology. Therefore justifying the need to study the
process of becoming PBL and one-to-one computing proficient.

42. Lastly, flexibility is key to technology and PBL integration. As although
technology is a wonderful tool numerous glitches can occur while using technology and
flexibility is the best answer to these obstacles.

43. Chapter III
Introduction
In chapter two the researcher completed a literature review to understand and
analyze existing peer reviewed research in regard to PBL and one-to-one computing. The
literature review first focused on the history of PBL and one-to-one computing, followed
by an examination of the barriers and struggles that have emerged when others have
completed the PBL and one-to-one computing journey, and finally investigating the
strategies that were successful for overcoming challenges of using PBL and one-to-one
computing in the classroom.
This literature review revealed that PBL and one-to-one computing were
beneficial to the students and a great way to prepare students for the 21st
Century;however, many different obstacles can stand in teachers’ way of successful
implementation. Of these obstacles are fears of technology, a lack of knowledge of how
to create projects and issues stemming around classroom management. In addition to the
reality that there are stages to technology integration that simply take time. A number of
solutions exist to these problems such as allowing flexibility in regard to technology use,
collaboration, strong lesson planning, and classroom management skills that specifically
address technology use.
The literature review supported the need to create a website that documented the
early process of becoming PBL and one-to-one computing proficient. First the literature
review of Donovan and Green (2010) captured the need to ask the teachers questions on
what their concerns and fears are so that they can be addressed in the website. While
Ertmer, et.al (2009) conducted a study that focused on five teachers that already used

44. PBL successfully for years then added technology. Ertmer et.al suggested a need to study
the early stages for adoption by teachers. ACOT2(2008) reporteda need to create online
data and examples of technology to create a testimony of success. Schuck, Abusson and
Kearney (2010) studied how to use Web 2.0 successfully and pointed out theneed to
compile useful Web 2.0 resources for teachers to use and reference within content
specific areas. Schuck, Abusson and Kearney (2010) stated that finding Web 2.0
websites can often be time consuming and overwhelming for teachers starting to use one-
to-one computing in there classroom. Finally,Jason Ravitz et. al (2004) and the Buck
Institute created a general online guidebook for PBL but the study suggested that in the
future someone needed to create a content specific website to support teachers in the one-
to-one computing and PBL journey.
In conclusion the literature review supported the need for a creation of content
specific websites to support the journey of world language teachers starting the one-to-
one computing and PBL journey.
Background of the Project
The school district in which the researcher teachesbelieved one-to-one computing
and PBL was the best way to meet the needs of the 21st Century student.The PBL and
one-to-one computing modelcan allow students to learn how to be a digital
citizen,students also learn to collaborate, think critical and creatively. A study emerged,
when the researcher and only one other teacher this year were willing to try implementing
one-to-one computing and PBL in their classroom.

45. As the researcher began the PBL and one-to-one computing journey, questions
arose: why are more teachers not willing to try PBL and one to one computing? As the
researcher wondered what stands in the other teachers ways? Where would support be
found on this one-to-one computing and project based learning journey? What would the
journey look like for a world language teacher to become PBL and one –to-one
computing proficient? Would it look different in world language classrooms?
Components of the project
The specific components of the project were: for the first semester of the school
year, the researcher held three workshops and created a website to support teachers in the
process of becoming PBL and one-to-one computing proficient. The researcher presented
the three workshops in the first semester in a PBL format during the first session of a
workshop. On the second day of training the researcher gave an overview of technology
to support one-to-one computing and PBL. The researcher also had teachers analyze the
website and give feedback about the website and technology readiness. For the third and
final session teachers examined sample projects and completed a critical feedback and
brainstorming of project, as well as teachers explored one Web 2.0 website that is posted
on the website and explored it to use in their classroom with their students.
Although research is present that supports PBL learning and one-to-one
computing certain gaps are evident in the research. The first specific gap in literature was
a need to focus on teachers starting the PBL and one-to one computing journey. The
second gap in the literature was a need for a content specific website being designed to
help make other teachers proficient at the journey of one to one computing and PBL.

46. The research supported the need for creating a website to help support and ease
teachers fears in regard to becoming PBL and one to one computing. For example,
Donovan and Green (2010) primarily focused on how teacher concerns, varying degree
of preparation and differences in regard to technology readiness. All of these factors
effected teachers the most in technology adoption and success. Donovan and Green
determined that creating more support would be helpful for teachers, and suggested
giving a survey to understand what teachers fear. The literature review prompted the
design of the project whereby the researcher informed the teachers what PBL and one-to-
one computing was during a workshop, then the researcher gave a survey through Google
documents to see what teachers are afraid of, concerned about and therefore what they
need included on a website or during trainings to support them.
The literature review also supported the need to create a website specific for
world language content area as Jason Ravitz et al. (2004) created a general online
professional development to meet the needs of PBL teachers. The website contained
online courses available to learn more technology, as well as course management, course
expectations, time management. Ravtiz et al. suggested that it is missing examples of
how to create a project from scratch or example projects in every subject. Teachers
needed to be able to see how to use the technology on a day-to-day basis, how to meet
with other teachers and really collaborate, or even how to create content specific warm-
ups or samples projects for all content areas. After completion of the literature review of
Ravitz work there was a need for content specific websitesto support teachers in
becoming one-to-one computing proficient.

47. From the analysis of Schuck, Abusson and Kearney (2010) studied how to use
Web 2.0 successfully. Schuck realized that students are familiar with the sites they use
however teachers must introduce students to use new web 2.0 websites that will help
them in the professional world. Schuck, et al. declared it is the teachers’ job to explore
these free online websites and use them. However this takes time and can feel
overwhelming for some teachers. Therefore, the goal of this website was to deduce and
choose the best most user friendly Web 2.0 websites for students and teachers to use
within the classroom.
Additionally the literature review captured how a teacher starting PBL and one–
to-one computing for the first time needs to document their work. As Ertmer, et.al (2009)
had focused on five teachers that were already using PBL successfully for years then
added technology. However at the end of their study they concluded that there is a need
to study the early stages for adoption and teachers that chose not to use this model and
why not. Also there is a need to explore why and if teachers stop the process.
Apple Classrooms of Tomorrow Today, (ACOT2,2008) also supported the need to
document the process of becoming PBL and one-to-one computing proficient. As seen in
how the ACOT2focused specifically on the goal of reaching high school students with
one-to-one computing to meet the 21st Century student needs. Their goalwas to create
online data and voices and examples of technology therefore creating testimony of
success. Eventually they wanted to create a curriculum for a freshman year of high school
using technology. Therefore justifying the need to study the process of becoming PBL
and one-to-one computing proficient and documenting the process on a PB works website
that other teachers can use to support their journey.

48. The literature review specifically supported the need for creating a website.To
help the researchers achieve one to one computing and PBL within their own world
language classroom and support others embarking on their own journey of PBL and one-
to-one computing.
Project Design
This project was conducted with the researcher and seven world language
teachers. During three professional learning communities, teacher collaboration meetings,
the researcher will lead the content team on how to create PBL and one-to-one computing
in their classrooms.
The main project of the researcher was to create a website to help other teachers
in the process of becoming PBL and one-to-one computing proficient. In order to create
the website the researcher had three workshops with world language department teachers.
The first workshop introduced PBL to teachers and gave teachers a sample entry
document and rubrics to use with teachers. The second workshop introduced teachers to
the researchers website and then concluded with a Google Documents survey together
where teachers revealed where they are at in order to better support them on there
journey. The third session involveda review of developed projects that teachers have
created, and time to explore a Web 2.0 website listed on the researcher’s website to
practice using before implementing in their classrooms.
PBworks was chosen as the website as teachers are already familiar with as a
direct result of instructional practice workshops where teachers have been taught how to
use PBworks and Edmodo. PBworks was a website that is free for teachersto join where

49. they can create a website in a very easy and user-friendly way to lead a professional
development or for use with their students. Edmodo was a website created to interact
with students, post daily agendas and projects, as well as allow for digital submission of
work. Edmodo has a similar appearance toFacebook and is also very user friendly for
students to use. The project was designed to make the journey of PBL and one-to-one
computing easier for the next teacher in world language beginning the journey.
The websitewas also designed to improve student learning. As the website
contained a link to support students through a website designed just for students. This
website was broken down by chapter, assignments, projects, etc. Daily agendas,
submission of work, etc. will be conducted through Edmodo which was a website
designed to interact with students. Edmodo was set up exactly like Facebook that
students already used outside of the classroom for social networking purpose. However
Edmodo has the advantage of having an easy learning curve as it looked exactly like
Facebook however it provided a private connection between just the teacher and class
and it is not public like Facebook.
This website that was created was designed to help the researcher and other world
language teachers at their site that wanted to begin the journey of becoming PBL and one
to one computing proficient. After researching the topic it became obvious that research
was missing in regard to the start up process of preparing to use one to one computing
and preparing to use project based learning in the classroom. The goal was to document
the process and make a helpful and useful guide for other teachers to use in their own
classrooms. Not only did the website contain a collection of sample projects to use in a
project based environment it also contained a collection of the best online explanations of

50. how to use the most commonly used one- to- one computing programs and technology
explanations. The researcher compiled the most useful YouTube videos to teach with in
regard to their target language of Spanish. The researcher also included digital stories that
were available online and digital storytelling programs that are available for free online
for students to use for the creation of projects.
Specific Breakdown of the Three-Hour Trainings Sessions
The researcher first started out the sessions by giving all of the teachers a sample
entry document and a sample scenario that they will need to complete. (See Appendix B)
Teachers created a 21st Century project that couldbe used in their own classroom. In the
first session the researcher walkedthe world language teachers through how to create a
Project. The researcher explained how the PBL modeldifferedfrom previous models of
teaching. The PBL model has teachers roll out a project and then allow for workshops
and assessments and then a culminating end project. During the first session it was the
researchers job to show teachers that they were getting taught through their own mini
project that they have to complete by the end of the year. At the end of the first session
teachers are prompted through aninformal session on the board Knows and Need to
Knows session (See Appendix C). Knows and Need to Knows is a process whereby
participating students, or in this case teachers, go through a metacognitive activity where
they think out loud about their thinking. They realize based off of their entry document
what they know about this project and what questions still need to be answered.
On the second hour of training, the researcher provided a Google document
survey to the seven world language teachers at their school site to see what their comfort

51. levels were in regard to one to one computing and project based learning (See appendix
A). As a result of the Knows and Need to Knows teachers wanted to see how the
technology integration happened within teachers classrooms in regard to technology and
general one to one computing with the implementation of PBL. For, the second session
the researcher began to compile a list of resources such as: programs online for the
creation of storytelling websites, poster making websites, best YouTube videos to
integrate into the classroom, great websites that quiz students, sample projects for other
teachers to use. At first the researcher created a basic outline of a website for teachers to
use. Then the researcher allowed teachers to explore the website together and at the end
of the first session gave teachers a survey for input. Questions included: was thewebsite
helpful for them? What needed to be added, edited, or redone on the website to support
teachers. The main goal of this website was to create a digital guidebook that is truly
helpful for teachers that has a collection of you tube videos, sample projects, the best
websites to use and the best online programs to immediately integrate into the classroom.
By having teachers view the website and providefeedback after exploration the researcher
was able to include exactly what teachers wanted in the website.
To see how many different levels of readiness are present within the school’s
world language department, the researcher used a Google document survey to see how
teachers specifically wantedto spend their time together during their trainings together.
The survey also asked for feedback of what videos they felt they need in regard to
technology explanations. The survey also asked them what collections of resources they
would like to see for music, websites, digital storytelling, interactive quiz sites, etc.

52. Therefore from the results the researcher knew what needed to be added and included on
the website.
Finally, during the last workshop, the teachers in the world language department
completed a critical friends review process of a project based learning project. Critical
friends are a simple check that teachers can do together to review a project. It allows
teachers to give feedback to each other and improve upon their project. It is a simple
checklist that helps teachers assess how well their project went and what could
beimprove upon (See Appendix D). Teachers completed a survey on how helpful the
workshop for that day.Teachers had an opportunity to express suggestions for what they
wanted posted on the website to support them on their journey of becoming PBL and
one-to-one computing proficient. After the analysis of the teacher feedback the researcher
builtin all aspects that teachers wanted to see changed. For the third session the
researcher built up the website and then gave a workshop on Web 2.0 programs to use
with students for the third session. Where teachers take the time to immediately get to
work with either creating an Edmodo account, PB works account, work on exploring one
of the website. Basically give time for technology integration for one hour. The
researcher helped support teachers in this process, as the biggest things teachers required
was more time. At the end of the third session after exploring a Web 2.0 website teachers
were given a survey in Google Documents to capture that website they explored and if
they would use the website with their class (See Appendix E).
During the second semester after this project is completed. The researcher will
take time to have teachers create a PBL project together.

53. Data analysis of what teachers need in regard to the implementation of PBL from
the first session:
Figure 1: Current Level of Project Based Learning Knowledge
What is your current level of knowledge about Project
Based Learning?
6 5
# of Teachers
5
4
3
2 1 1
1 0 0
0
I have no idea I have some I have an idea of I have a lot of I am well
idea, but would what it is, but no information informed and
like more plans to use it , but not sure ready to go
information how to
implement it
Current Level of Knowledge of PBL
Figure 1 captured how teachers overall 71% have some idea what PBL is however they
would like more information on how to use PBL within their classrooms. 14 % of the
teachers had no idea what PBL is and needed to learn about it while 14 % of the teachers
are well informed and ready to go however they might need some more support. It is
interesting that all of the teachers were interested in learning about PBL. Therefore this
data supports an interest in PBL and that most teachers at least know what it is and would
like to learn more about it.

54. Figure 2: How Many Hours of Professional Development Teachers Have Had in PBL
How many hours of professional development have you
had in PBL?
14%
None
14%
1-5 Hours
57%
15%
6-10 Hours
More than 10 Hours
Figure 2 captured the results of how many hours of professional development teachers
have had in PBL in order to see if teachers even know what PBL is and to figure out what
there current knowledge is. 57 % of teachers have had no professional development in
PBL. 14 % has had 1-5 hours. 15 % has had 6-10 hours of training. And 14 % has had
more than 10 hours of training. Therefore there was a wide variety of what teachers have
received in regard to training but the majority needs beginning training of PBL. The data
justified the researcher started the first workshop with PBL information for teachers on
the website and taking the time to teach the other teachers about PBL.

55. Figure 3: What Is Teachers Plans for Implementing PBL This Year Or In The Future?
What is your plan for implementing PBL this year or in the
future?
6
5
# of Teachers
4
3
3
2
2
1 1
1
0
Only if I have to I will include direct I will have a few I will only teach
teaching but will projects with untis using PBL
ocassionally include essential elemnets
student group work of PBL
and projects
How teachers plan to implement PBL
Figure 3 captured what teachers planed to do with PBL this year or in the future.
14 % of teachers plan to use PBL in combination with some direct instruction. 29 % of
the teachers only planning to use it if they absolutely have to therefore they could benefit
from a website showing easy ways to integrate PBL within the classroom. While 14 %
would have a few projects with essential elements and were willing to try using projects.
While the other 14 % of teachers were interested in only teaching through PBL units.
There was a wide range of teacher interests in regard to PBL.

56. The data in Regard to One to One Computing and Technology:
Figure 4: What Is Your Comfort Level With Using Technology Everyday While you are
teaching?
What is your comfort level with using technology
everyday while you are teaching?
6
5
4
# Teachers
4
3
3
2
1
0
0
I am not comfortable I am somewhat I am very comfortable
using technology comfortable using using technology
technology
Comfort Level for Using Technology
Figure 4 captured in general how comfortable teachers are in regard to using technology.
The graph reveals all teachers arecomfortable using technology. 57 % of teachers are
somewhat comfortable using technology, while 43 % of teachers were very comfortable
using technology. This was interesting as most of the teachers are comfortable using
technology;however, it leads to another question, howdo teachers feel about using
technology with students in their classroom?

57. Figure 5: Where Do Teachers Feel They Are In Regard to Integrating One-To-One
Computing of Technology in Their Classrooms?
Where do you feel you are in regard to integrating 1:1
computing or technology into your classroom?
Stage 4: Appropriation- You have created
Stages of Integrating Techology
1
multiples files and programs. You are…
Stage 3: Adaption- you have tried it in a few
1
classroom assignments
Stage 2 : Adoption- you are ready to take
3
control and try it out
Stage 1: Entry- Only if I have to will I use it
2
and you are filled with fear and anxiety
0 1 2 3 4 5 6
# of Teachers
Figure 5 revealed that 43 % if teachers are at the adoption stage where with direction
teachers are ready to take control of technology and try it out in their classroom. 29% of
teachers are at the entry stage in regard to integrating technology within their classrooms
means that they will only used technology in there classrooms if they have and are filled
with fear and anxiety. 14 % of teachers are the adaption stage where they have tried a few
classroom assignments that require one-to-one computing. While 14 % have created
multiples files and programs to use themselves in the classroom and for other teachers to
use in the classroom.