Technology-Integrated Project-Based Approach in Science Education: A Qualitative Study of In-Service Teachers’ Learning Experiences

Abstract

This qualitative study examines the impact of a technology-integrated project-based
approach (PBA) on the learning experiences and subsequent decision-making of inservice
teachers pursuing their master’s degree who are enrolled in a science methods
class. The authors employed in-depth interviews, journal reflections, observations,
performance in class projects, and content of class projects as data sources. Through
inductive data analysis the authors found that banter is a key factor in collaborative
learning, that technology-integrated PBA fostered interdisciplinary connections in the
science methods class, and that in-service elementary education teachers intended to
integrate technology and PBA in their science classes as a result of their learning
experiences in the science methods class.