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Part A: Literature Review

Research Question:

Does the implementation of information and communication technology (ICT) driven

project-based learning (PBL) increase student engagement within the classroom?

In an increasingly globalised and technological society, there is a need for

specific twenty-first century learnings for our students to become engaged and

successful learners (Callaghan, 2016; Melbourne Declaration on Educational Goals

for Young Australians, 2015). As such, there is an educational push for the

incorporation of information and communication technologies (ICT) as a teaching

approach to aid meaningful and engaging learning activities for students. One such

pedagogical approach is the utilisation of project-based learning (PBL), which is

increasingly incorporating ICT as a means of enhancing learning and engaging

students. Although considerable bodies of empirical research have been conducted on

these pedagogical approaches individually, this paper will primarily focus on the

combination of PBL with ICT.

PBL deviates from teacher-centred learning which often results in paper based

rote memorisation in which students are passive learners (Thamarasseri, 2014; Deng

et al., 2015; Blumenfeld et al., 1991). Blumenfeld et al., (1991) argue PBL engages

students through student led investigation projects. This notion of learning-by-doing

isn’t a recent phenomenon, rather the roots of this research stem back to Dewey

(1897). Building upon the idea of PBL engaging learners, other key research pieces

acknowledge significant advantages to incorporating ICT as a tool to optimise PBL

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through tapping into interest driven engagement (Bacon & Mujkic, 2016;

Blumbenfeld et al., 1991; Callaghan, 2016).

One of the predominate hindrances which is reflected in the existing literature

is the disconnection between students’ digital practices in an educational environment

and at home (Deng, Connelly & Lau, 2015; Levin, Arafeh, 2002). Interestingly, the

study conducted by Deng et al., (2016) correlates this notion in which the interest-

based driving force for digital practices within the classroom often doesn’t correlate

with student’s expectations of ICT as a means of recreation. In order to successfully

evaluate student engagement through the combination of PBL and ICT, researchers

must first have a grasp on, and then bridge the gap evident within the dissonance

which exists over the function of ICT. What is also important to note from Deng et

al., (2016) research findings, on the interest driven use of technology, is the belief in

which “everyone can, if they choose, produce and not just consume what others have

produced” (Gee & Hayes, 2011). ICT then offers the potential for students to become

their own instruments of knowledge acquisition and distribution. In order for

everyone to ‘produce’ knowledge in today’s society, the ICT used in PBL activities

must reflect the current ICT landscape which will engage students and drive interest.

The task for future research in the field is being able to generate PBL driven activities

which incorporate ICT which is interest driven and self-directed for students.

The application of PBL through the incorporation of ICT has not been refined

to one country or one education system. Rather, the spread of research on the topic

covers an array of countries such as; Spain, Denmark, Australia and China to name a

few (Basilotta Gómez-Pablos et al., 2016; Zhou, Purushothaman, & Rongbutsri, 2013;

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Callaghan, 2016; Deng et al., 2015). Just as diverse as countries utilising PBL and

ICT, there is an array of methodological scope utilised within their research practices.

There is a substantial quantity of research which focus on a macro level. Often these

pieces of research examine the use of ICT driven PBL on a geographic scope. This

macro approach to researching the topic is shown with Basilotta Gómez-Pablos

(2016), their study spans 310 teachers across the country of Spain. This study

generates substitutional information as an overview of the countries effective use of

ICT driven PBL to engage students. However, by being focused on the macro,

research studies fail to accurately provide sufficient strategies of ICT driven PBL.

Similarly, just as there are numerous studies which take a macro approach to

their methodological scope, there are also studies which adopt a micro approach.

These micro approaches concentrate on a much smaller scale, typically at a classroom

level. Presently, micro research studies dominate the discourse of academic writing on

ICT driven PBL. Studies such as Callaghan’s (2016) research on a year 7 TAS class.

What is offered in an in-depth analysis and evolution of the use and implementation

of ICT for a semester long study within a PBL framework. Callaghan (2016) outlines

roles of teachers and the creation of authentic tasks through the use of the mirco

study. Regardless of that fact that these studies dominate within the academic

literature, they aren’t without limitations either. Callaghan (2016) notes himself that

one limitation to his research is its small scale. When research is conducted on a

micro level the validity of the findings is weakened due to the scale of the research.

Micro studies become problematic as they are dealing with a smaller research area

which may not reflect the wider educational community or even other classes.

Ultimately on the whole, there is a clear need for more in-depth micro research on the

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nature of what is phrased by Ito et al. (2013) as “self-directed, interest-driven, and

technologically enabled learning” in order to hold validity within the research (p. 25).

Further research must be conducted with differing methodological scope in order to

validate the findings of a global approach to the individual subjects and classroom

applications.

When examining this notion of ICT driven PBL there is a division within the

existing literature. Historically, research papers on the utilisation of ICT and PBL

were conducted as separate teaching pedagogies. There is extensive research present

among the two topics individually, but little with two utilised in conjunction together.

This is an area for further research. Recently, with the rapid progression of ICT and

the movement away from traditional teacher-led practices, researchers are beginning

to emphasise the utilisation of ICT with PBL. The Australian study conducted by

Callaghan (2016), explores the usage of the use of the ICT technology of gamification

to engage students through their PBL project on housing design. What was noted

through teacher observations throughout and at the end of the semester long project

were enhanced student engagement, productivity and output. Callaghan’s (2016) use

of gamification, an aspect which is heavily embedded in young people’s lives, is a

means of engagement which taps into the notion of interest driven digital practice

(Deng et al., 2015).

With the rapid advances of ICT and the shift towards student driven learning,

it is paramount for continual research in the field of ICT driven PBL to continually

enhance and evaluate its relevance in the domain of education. Existing research has

evidently outlined the importance of ICT as a means of driving interest for students.

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Similarly, the existing research has identified the positives of PBL. Over the last ten

years, there has been slow growth in the research area of ICT driven PBL. Further

research must to be conducted in relation to the combination of what has previously

been identified as two separate teaching pedagogies. The upcoming research in the

field needs to be informed by ICT which drives students interest and assists PBL.

Likewise, the methodological scope of research studies must be varied in macro and

micro studies to satisfy the demands of the educational community as a whole,

country based, state based, region based, school based and classroom based.

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Part B: Action Research Protocols

Survey Protocol:

The following data collection methods is based around a digital survey which will be
set up by the researcher. It is outlined as follows:

Response Question

1. How important is it for you to be Scale from 1 to 5 ranging from not important to
interested in what you learn? very important

2. How would you describe your level of Scale from 1 to 5 ranging from not engaged to
engagement within classes? very engaged
3. Does the inclusion of information and Yes or No and open question
communication technology increase
your engagement in class? If so, how
or how not?
4. Do some subjects use information and Yes or No
communication technologies more
than others?
5. Do you use information and Yes or No – If no move onto question 7
communication technology differently
when at school and at home?
6. If you answered yes to the above Open question
question, can you describe how you
use it differently?
7. Have you every completed a project Yes or No
based learning activity?
8. Do you think project-based learning Yes or No
is an appropriate way to study?
9. Would the use information and Yes or No
communication technology assist you
in completing project based learning?
10. In your opinion does information and Open question
communication technology have a
place in the classroom?
11. Do you prefer the teacher to lead your Yes or No
learning?
12. Are you more inclined to be engaged Yes or No
if you are directing your own
learning?

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Observation Protocol:

The following data collection outlines a classroom observation conducted by the

researcher. The following is a template for the use of a field note system for the
purpose of a classroom lesson.

It is outlined as follows:

Year Group: Class: Subject:

Date: Time: AM / PM

Observation Focus Points Comments

Teachers actions/ approaches to
or lack there off regarding the
use of PBL

Teachers actions/ approaches to

or lack there off regarding the
use of ICT
Student engagement with class:
 Are students active in their
learning?
 Students on task
 Student participation in classroom
activities
 Students appropriate use of ICT –
if relevant to lesson
Has ICT or PBL been integrated
into the learning environment of
the school and classroom.

Students reactions to the use of

ICT or PBL

Are there examples of previous

PBL present within the room?

Are there any evident

limitations to the use of PBL or
ICT within the room
e.g. internet speed not sufficient.

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Dear Potential Participant:

I am working on a project titled Increasing Student Engagement Through Information
and Communication Technology (ICT) Driven Project-Based (PBL) Learning for the class,
‘Researching Teaching and Learning 2,’ at Western Sydney University. As part of the project,
I am collecting information to help inform the design of a teacher research proposal.

Increasingly, students are becoming disengaged with their learnings whilst at school. This
study aims to discover if the incorporation of ICT driven PBL activities will generate
increased engagement of students through creating interest-driven, student-led learning
activities. In order to do this, we will be seeking surveys as our primary source of data
collection. This survey will be open to students.

By participating in this survey/ or signing this document, I acknowledge that:

 I have read the project information and have been given the opportunity to discuss
the information and my involvement in the project with the researcher/s.
 The procedures required for the project and the time involved have been explained
to me, and any questions I have about the project have been answered to my
satisfaction.
 I consent to providing my answers to the digital survey which will be de-identified
and gathered as data/ or being observed
 I understand that my involvement is confidential and that the information gained
during this data collection experience will only be reported within the confines of
the ‘Researching Teaching and Learning 2’ unit, and that all personal details will be
de-identified from the data.
 I understand that I can withdraw from the project at any time, without affecting my
relationship with the researcher/s, now or in the future.

By signing below, I acknowledge that I am 18 years of age or older, or I am a full-time

university student who is 17 years old.
Signed: __________________________________
Name: __________________________________
Date: __________________________________

By signing below, I acknowledge that I am the legal guardian of a person who is 16 or 17

years old, and provide my consent for the person’s participation.
Signed: __________________________________
Name: __________________________________
Date: __________________________________

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Part C: Data Collection Protocol Explanation

The protocols above endeavour to explore varying research approaches and

data collection methods. Both methods seek to employ qualitative and quantitative

data collections through the utilisation of self-reporting surveys and an observation of

classroom activities. The classroom observation will be utilised to cross reference the

material supplied within the surveys. The observation in essence will be invoked as a

control in order to validate the responses of student practices within the classroom.

Through utilising two forms of data collection, the desire is to increase the validity of

the research through verification and triangulation (Heale & Forbes, 2013).

This study is intended to draw upon secondary school students as its

respondents for the self-reporting survey. These participants were selected as the

application of ICT driven PBL is primarily occurring in secondary education

institutions as a form of student led learning. The classroom observation will also take

place within a secondary education classroom in order to corroborate or disprove the

data provided within the surveys.

The data collection methods are utilised in order to address common themes

that arose from the literature review, such as the notion of interest-driven learning and

the aspect of student-centred learning principles in order to enhance student

engagement. Ultimately, a survey was utilised as it allows for “frequencies,

prevalence, attitudes or trends” to be expressed (Kervin, Vialle, Howard, Herrington

& Okely, 2016, p. 85). The questions within the survey will target personal opinions

regarding the incorporation of ICT driven PBL and how the use of these as a

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pedagogical approach engages students themselves in their learning journey.

Questions will be semi-structured with a combination of open-ended questions, Likert

scales and other varying question types. By varying the question types, the objective

is to allow participates to critically reflect on the ideas presented to share participants

own inherent beliefs in order for the researcher to gain deeper insight into the topic

and its target concerns (Creswell, 2003). The use of self-reporting surveys also

allows participants to not feel pressured by their responses compared to sitting down

for a one-on-one interview. In the effort to triangulate findings, an open-ended

observation will also be conducted. This open-ended observation will allow for a

deeper understanding of the topic within the context in which it naturally occurs

(Bogdan & Biklen, 1992; Kervin et al., 2016).

This research protocol has been developed to situate the findings as a subtopic

to an overarching research topic which endeavours to establish the influences of

student engagement in a variety of secondary school classrooms and contexts. The

topic supplements the notion on influences to student engagement through the

exploration of ICT driven PBL. The overarching topic will also be explored through

alternate subtopics by my peers. Eventually, my peers and myself will come together

to situate our subtopics and findings as action research in order to effectively evaluate

the overarching topic questions.

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Reference

Anastasiades, P., & Zaranis, Nicholas. (2016). Research on e-Learning and ICT
in Education: Technological, Pedagogical and Instructional
Perspectives.

Basilotta Gómez-Pablos, V., Martín Del Pozo, M., García-Valcárcel Muñoz

Repiso, A. (2017). Project-based learning (PBL) through the
incorporation of digital technologies: An evaluation based on the
experience of serving teachers. Computers in Human Behavior, 68, 501
512.

Bacon, L., & Mujkic, E. (2016). Web 2.0: How Social Media Applications
Leverage Nonprofit Responses during Wildfire Crisis. Computers in
Human Behaviour, 54.

Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., Palincsar, A. (1991).
Motivating Project-Based Learning: Sustaining the Doing, Supporting the
Learning. Educational Phycologist, 26(3&4). Pp. 369-398.

Bogdan, R., & Biklen, S. (1992). Qualitative research for education. (2nd ed.).
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Callaghan, N. (2016). Investigating the role of Minecraft in educational learning

environments. Educational Media International, 53:4.

Creswell, J. (2003). Research Design: qualitative, quantitative and mixed methods

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Deng, L., Connelly, J., & Lau, M. (2016). Interest-driven digital practices of
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Education Studies.

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Dewey, J. (1897). My Pedagogic Creed. The Journal of Education, 104(21), p. 542.

Retreived April, 4, 2019, from
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=542&issn=00220574

Gee, J., & Hayes, E. (2011). Language and learning in the digital age. New York:
Routledge.

Heale, R., & Forbes, D. (2013). Understanding triangulation in

research. Evidence-Based Nursing, 16(4), 98.

Ignatova, N., Dagiene, V., & Kubilinskiene, S. (2015). ICT-based Learning

Personalization Affordance in the Context of Implementation of
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Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K.,… Watkins,
S. (2013). Connected Learning: An Agenda for Research and Design. Digital
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Kervin, L., Vialle, W., Howard, S., Herrington, J., & Okely, T.
(2016). Research for educators (Seconded ed.). Cengage Learning.

Melbourne Declaration on Educational Goals for Young Australians. (2015).

Melbourne Declaration on Educational Goals for Young Australians.
Retrieved March 29, 2019, from
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_Educational_Goals_for_Young_Australians.pdf

Levin, D., Arafeh, S. (2002). The Digital disconnect: The Widening gap between
internet savvy students and their schools. Washington: Pew Internet and
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Thamarasseri, I. (2014). Convergence of Information and Communcation Technology

(ICT) Tools in Project Based Learning (PBL). Journal on School Educational
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Zhou, C., Purushothaman, A., & Rongbutsri, N. (2013). Facilitating

Sustainability of Education by Problem-Based Learning (PBL) and

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