The Impact of Digital Project-based Learning on Teacher Candidates’ Disciplinary Learning and Perceptions toward Technology Use in Classrooms
Abstract: Project-based learning (PBL), a student-driven, teacher-facilitated approach to learning, has been advocated as an effective means for promoting meaningful learning in different disciplines. The research is to examine how a PBL-designed graduate-level literacy course engaged teacher candidates in learning through digital project design and implementation. Twenty-six graduate students enrolled in one graduate-level course addressing technology integration into literacy instruction participated in this study. Multiple sources of data were collected and used for analysis including measures of key course content knowledge and their digital project artifacts. The results showed that these teacher candidates deepened their disciplinary learning through PBL digital projects and showed more nuanced understanding and a positive attitude toward technology use in the classroom.