Technology integration applied to project-based learning in science

10.1080/14703290701757450 Innovations in Education and Teaching International 470-3297 (print)/1470-3300 (online) Original Art cle 2 08 Taylor & Fra cis 45 0 00Feb uary 2008 Lih-Ju nCh L n lins1 [email protected] This paper reports the findings of a study which observed students’ (aged 10–11) use of technology during project-based learning activities in science. As part of the overall process of project-based learning, students used computer technology as a tool for collecting information, organising it and presenting it to their peers. Students conducted research (through guided research processes), interacted with peers, teachers and the community (through personal interviews and visits), and displayed their understanding of knowledge through the presentation of web-pages. The results of the study indicate that all of the students achieved their research goals. Students’ learning outcomes were observed based on their achievements in relation to developing skills and ability to synthesise and elaborate knowledge, to engage in scientific exploratory tasks, and to use the technology for supporting and reporting their research work. Teacher’s support in relation to providing coaching skills is crucial to students’ success in a project-based setting.