Document Type

Article

Journal/Book Title/Conference

Educational Technology Research and Development

Volume

55

Issue

5

Publisher

Springer Verlag

Publication Date

7-2007

First Page

527

Last Page

543

Abstract

This study explores the barriers associated with teachers implementing Internet and Communication Technology-assisted Collaborative Project-based Learning (ICTCPrjBL) as a classroom teaching methodology with students. We used a Web-based Delphi method to engage experienced educators in anonymous consensus building consisting of three rounds of surveys. The Round 1 analysis yielded 51 barriers. The Round 2 analysis produced descriptive statistics (range, mean, and standard deviation) on the importance of each barrier. The Round 3 analysis confirmed 16 of the 51 (31.4%) barriers as “moderately significant” to “very significant” to implementing ICTCPrjBL. Important contributions of this study include: (a) identification of barriers to implementing ICTCPrjBL that can inform the literature and promote greater utilization throughout the educational community and (b) a cross comparison of barriers between North America, Eastern Europe, and Africa to examine regional differences.

Comments

The original publication is available at www.springerlink.com through the Educational Technology Research and Development journal.
Copyright: Springer Verlag

DOI

10.1007/s11423-007-9048-3

 
 

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