{'fraction_non_alphanumeric': 0.022911051212938006, 'fraction_numerical': 0.0, 'mean_word_length': 5.94392523364486, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Implementation of a Technology-Enhanced Problem-Based Learning Curriculum: A Year-Long Study of Three Teachers.

This paper describes the experiences of three middle school teachers following a two-week summer workshop in which they were introduced to a technology-enhanced problem-based learning (PBL) pedagogy. Based on their collaborative experiences during the school year developing and implementing a PBL unit, the three teachers increased their confidence in using technology and indicated shifts in their pedagogical beliefs regarding classroom instruction. Results suggest that administrators’ continuous support and collaboration with other teachers were keys to teachers’ successful implementation of technology-enhanced PBL units.