Dec. 2009, Volume 6, No.12 (Serial No.

61) Journal of Communication and Computer, ISSN 1548-7709, USA

Technology application in project-based learning

Balakrishnan Muniandy1, Rossafri Mohamad1, Fong Soon Fook2, Rozhan Mohammed Idrus3
(1. Center for Instructional Technology and Multimedia, Universiti Sains Malaysia, Penang 11800, Malaysia;
2. Center for Educational Studies, Universiti Sains Malaysia, Penang 11800, Malaysia;
3. Center for Distance Education, Universiti Sains Malaysia, Penang 11800, Malaysia)

Abstract: Project-based learning is a student-centered project-based learning[2]. Recent advances in

comprehensive instructional approach where students
educational technologies have made student-centered
collectively engage themselves in complex learning tasks.
Recent advances in educational technologies have made learning in a technology rich environment both
student-centered learning in a technology rich environment both possible and feasible. The research findings reported in
possible and feasible. This paper will report part of a larger study this paper is a part of a larger study that has been
carried out at a school in the United States of America on the use
carried out at an elementary school in the United States
of constructivism and technology in project-based learning. Data
collection techniques included those typically associated with of America on the use of constructivism and
qualitative field research. In this paper, the technological technology in project-based learning. In this paper, the
infrastructure of the school and how technology is used in one of technological infrastructure of the school and how
the project-based learning classes will be provided. Based on
technology was used in one of the project-based
this study, some suggestions are also provided on how
technology can be used in the context of other countries learning classes will be provided. This paper will be
including in Malaysia. concluded by providing some practical suggestions of
Key words: project-based learning; technology application; how project-based learning technology can be used
educational technology; instructional approach; student-
elsewhere including in Malaysian schools.
cantered learning
1.1 Research questions
1. Introduction The following questions will be addressed in this
paper.
Project-based learning is a student-centered
(1) How is the educational technology
comprehensive instructional approach in the classroom
environment of the school?
where students collectively engage themselves in
(2) How is project-based learning activities
complex learning tasks[1]. Students usually work on a
implemented in the classrooms?
project over an extended period of time and the
(3) How is technology used in a project-based
emphasis is on doing some action oriented meaningful
learning class?
tasks rather than learning about something. Many
1.2 Methodology
authors have indicated that the use of computer
This study is exploratory and descriptive in nature,
technology can further enhance the effectiveness of
and was conducted at a single elementary school in the
state of Oregon, United States of America. The school
Corresponding author: Balakrishnan Muniandy, Ph.D.;
research fields: ICT and teacher education. employed project-based learning activities as an
Rossafri Mohamad, Master; research fields: multimedia and
important focus of the school curriculum. To preserve
ICT in education.
Fong Soon Fook, Ph.D.; research field: multimedia confidentiality of the findings of this research, a
education.
pseudonym is given to the school.
Rozhan M. Idrus, Ph.D.; research field: open and distance
learning technologies and pedagogies.

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 Technology application in project-based learning

Hereafter, the school will be referred to as Blue (5) It is designed so that students are actively
Hill Elementary School. Based on the research engaged in “doing” things rather than in “learning
questions and the phenomena studied, a qualitative about” something.
case study methodology was used. Data collection (6) It is challenging, focusing on higher-order
techniques included those typically associated with skills.
qualitative field research such as interviews with The Buck Institute for Education[3] cited four
teachers, classroom observations, and an examination reasons why educators would benefit using
of various educational documents and artifacts. The project-based learning. The first reason is that it allows
data for this study was collected over a period of five teachers and students to focus on compelling ideas.
months. Although four teachers from this school Project-based learning allows contents to be
participated in the larger study, for the purpose of this investigated realistically and holistically. The second
paper only interviews with one teacher will be analyzed reason is that project-based learning is an effective and
and provided. engaging strategy where students search for answers
and solve problems. The investigations provided
2. Review of literature
opportunities for students to learn complex ideas and
The literature review for this research was derived skills and later apply them in a variety of contexts. The
from journal articles, books, reports, dissertations, third reason is that project-based learning prompts
online resources, ERIC documents, and other students to collaborate while at the same time
publications. For the purpose of this paper, the supporting self-directed learning. It offers the students
literature review will be limited to the following sub the learning experiences that draw on the thinking and
topics. shared efforts of many individuals in the group. It also
(1) Characteristics and benefits of the allows students to develop a variety of group social
project-based learning skills and negotiation. Finally, project-based learning
(2) Development of project-based learning enable students to develop productive work skills that
(3) Technology use in project-based learning they can integrate in their life long learning endeavor.
activities. In project-based learning, the role of teachers and
2.1 Characteristics and benefits of students, the nature of curriculum, the teaching and
project-based learning learning strategies, and assessment are all different
There are a number of characteristics and benefits from the traditional method of didactic instruction. In
of project-based learning. Based on Moursund (1999), project-based learning the teacher acts as a facilitator
the following are some of the important characteristics and mentor, providing resources and advice to students
of project-based learning: as they pursue their investigation[4]. The students are
(1) It is learner-centered and intrinsically actively engaged in conducting complex multi-faceted
motivating. and authentic investigation often in small groups,
(2) It encourages collaboration and cooperative extending over a period of time (Buck Institute for
learning. Education[1,3]. The curriculum planned is
(3) It requires students to produce a product, student-centered, and the outcomes of the student’s
presentation, or performance. learning process are neither predetermined nor fully
(4) It allows students to make incremental and predictable[3]. In summary, project-based learning is a
continual improvement in their product, presentation, student-centered learning approach that engages
or performance. students both cognitively and socially in their pursuit of

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knowledge construction. It encourages students to be Table 2 Results of literature search for documents on
project-based learning using the world catalog database
involved cooperatively in challenging learning
No. of subject No. of title keyword
situations that focuses on higher order thinking and Years
keyword records records
problem solving skills. In project-based learning, the 1970 – 1979 0 0
roles of teachers and students, the curriculum, the 1980 – 1989 0 0
1990 – 2000 27 17
instructional strategies, and assessment are different
2001-2008 258 833
from the traditional teacher-centered didactic
instruction. Assessment is an important aspect of Beside the increase of printed documents such as
project-based learning as it verifies, confirms, and books, reports, and articles, there is in fact an explosion
demonstrates the promises of multiple learning of information about project-based learning in the
outcomes. electronic medium of World Wide Web. A search for
2.2 Development of project-based learning the keyword “project-based learning” using the meta
Although the origin of project-based learning can search engine Alta Vista in February 2000, returned
be traced back to the second decade of the twentieth with a hit of 800, 211 web pages. Using the search
century[5] and very much supported by Dewey’s engines Northern light, Google, and Yahoo resulted in
philosophy of education[6], its use have continued to 22,274, 14,199, and 7,288 web pages respectively.
gain support during the last four decades. In the 1970s Similar search using Alta Vista, Yahoo and Google in
and increasingly in the 1980s and beyond, there has June 2008, returned with 179,000,000, 178,000,000
been an increase in the literature on project-based and 153,000,000 sites respectively. The information on
learning. In the 1970s and 1980s several educators project-based learning has indeed exploded. Many of
described the theoretical background and the rationales these web sites provide useful information about
for implementing the project approach in the various aspects of implementing project-based learning.
classrooms[7-11]. In the 1990s and beyond the literature The publishers of these sites include governmental,
on project-based learning continued its rapid growth. educational, social (non-profit), and commercial
This is evident from a literature search conducted using organizations. There are also many sites published by
the ERIC and World Catalog databases. The result teachers and students about their experiences and
obtained using subject keyword and title keyword products of project-based learning activities. The
search on “project-based learning” is summarized in information about project-based learning included
table 1 and table 2. descriptions, characteristics, benefits, research findings,
teachers’ and students’ testimonies, students’ projects,
Table 1 Result of literature search for project-based
learning using ERIC database assessments, and many related topics that are useful for
No. of subject No. of title keyword teachers. Although there is not much dissemination of
Years
keyword records records research findings on the effectiveness of project-based
1970 –1979 3 1
1980 – 1989 9 3
learning on the web, there is much to be learned from
1990 – 2000 119 15 others’ experiences. Barbara Means argued that the
2001 - 2008 106 162 typical research journal or research findings may not be
the most effective mechanisms of learning for teachers.
Similarly, a search for documents written on
She asserted that web site presentations or visits to
“project-based learning” using the World Catalog
schools are more comfortable ways that can affect
Database revealed the following results.
teachers’ practices[12].

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Thus, it is evident from the literature search that potential of achieving multiple learning
[3,15,16]
project-based learning as an instructional approach has outcomes . Many authors have indicated that the
been receiving much attention in recent years, use of computer technology can further enhance the
especially in the last decade. This is probably in part effectiveness of project-based learning[17-20]. Recent
due to the richness of its philosophy, characteristics, advances in educational technologies have made
and other instructional appeals to educators. However, student-centered learning in technology rich
theoretical premises alone are not sufficient to environment both possible and feasible. Many
convince educators to adopt the project-based learning technology-enhanced student-centered learning
approach. There has been research evidence that can environments have been developed, ranging from
support the acceptance and application of this situated, problem-based approaches (e.g., Jasper
instructional approach in the literature. Woodbury Series, Voyage of the Mimi), to
2.3 Technology use in project-based learning micro-worlds (e.g., Logo, Project Builder), to
activities specialized manipulation tools (e.g., Geometer’s
It is argued that[13] learning among students can be Sketch pad)[2]. This technology-enhanced learning
successfully transformed if active learning, environments are suitable for the implementation of
adventurous teaching, and well-integrated uses of technology assisted project-based learning. It is
computer technology, are put together. A report to the described that student learning in this kind of
President of the United States on the use of computer technology rich environment as follows:
technology to strengthen K-12 education stated that: Technology-enhanced student-centered learning
The widespread availability of modern environments organize interrelated learning themes
computing and networking hardware will be into meaningful contexts, often in the form of a
necessary for technology to realize its promise, but problem to be solved or an orienting goal, that bind
will not be sufficient. Although the purchase of functionally their features and activities. They
computers and the provision of Internet connectivity provide interactive complimentary activities that
are perhaps the most visible and most easily enable individuals to address unique learning interests
understood manifestations of progress, a less obvious and needs, study multiple level of complexity, and
(and in some ways, more formidable) challenge will deepen understanding. They establish conditions that
be the development and utilization of demonstrably enrich thinking and learning, and use of technology to
useful educational software and information enable flexible methods through which the process
[2]
resources, and the adaptation of curricula to make can be supported. (p. 168).
effective use of technology. Particular attention
should be given to exploring the potential role of There are many sources of information from
technology in achieving the roles of current books, periodicals, journals, magazines, web sites, and
educational reform efforts through the use of new conferences that promote technology assisted
pedagogic methods based on a more active,
project-based learning activities in the classrooms. For
student-centered approach to learning that
emphasizes the development of higher-order example, in the entire learning and leading with
reasoning and problem-solving skills[14]. technology issue of April 1999, a number of
suggestions and examples provided on how various
One of the ways to face this formidable challenge
technologies can be used in project-based learning
is through integration of computer technology in
activities for the classrooms. At the 9th national project-
project-based learning. Project-based learning has been
based learning conference in San Francisco held almost
used in many schools and by many different teachers
a decade ago, many educators, teachers, and students
because of its high level of authenticity[4] and has the
around the country talked about many of their positive

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experiences in technology enhanced project-based computer for formatting or directly to a printer. An

learning activities AlphaSmart can hold approximately 100 pages of
single-spaced text in eight files. It weighs two pounds
3. Findings and costs about US$ 200.00. Besides the computers,
3.1 The technology environment at blue hill blue hill elementary is also equipped with three
elementary school television sets with VCRs placed on carts for easy
Blue hill elementary school is well equipped with movement between classrooms, a digital camcorder, a
technology facilities. This school does not have a digital camera, a scanner, and computer printers. Every
computer lab. Instead, computers are placed in all the classroom is also equipped with a telephone and a radio
classrooms. The number of computers in each with cassette and CD player.
classroom ranges from three to seven. Altogether there In addition to teachers welcoming the presence of
were about 25 computers for the 140 students in this computers in the classrooms and the school as a whole
school. The ratio of computer to students at this school being equipped with a significant inventory of
is approximately a computer for every six students, technological infrastructure, the students in this school
which was the national average in 1998[21]. Almost all are also very interested in computers. According to the
the computers in the classrooms are connected to the teachers interviewed, most of the students are interested
Internet. A considerable amount of software is in and are good at using computers. A majority of them
available. The software include programs such as have one at home. Martha, the head teacher and Kelly
Number Maze, Turbo Math Facts, Math Blaster, who is a computer specialist view students’ abilities in
Treasure Math Storm, AppleWorks, Writing Center, computers at Blue Hill elementary as follows:
Spellbound, Sim Tower, Gizmos and Gadgets, The A lot of kids come skilled from home. Now we
Incredible Toon, Adobe Photo Shop Deluxe, Kid Pix are in a process of putting together a mini lab in one
of our teacher’s room. She is going to do some real
Studio, Microsoft Power Point, Odell Down Under,
jazzy events, things with kids as well as working on
Oregon Trail, and Netscape Navigator. All the four web site things for the kid (Martha).
teachers interviewed preferred having computers in I think most of them learn the basics of
classrooms instead of having them in a lab. Kelly, a computers at home because almost every student has
a computer at home. In the olden days when we first
senior teacher who is like a computer specialist in this
started you have to teach them how to use mouse, you
school, expressed her preference for computers placed have to teach them how to highlight texts to make it
in classrooms instead of in a computer lab as follows: bigger or change the fonts. We don’t have to do that
anymore. I mean we just do it a little bit. I use to walk
Our former school had a lab but I didn’t like it
around and see someone who doesn’t know what they
because it is not integrating. Everybody has to do the
are doing, I just tell them and they know but most kids
same thing. Either you can work on keyboarding or
just know it already from home and using it so much,
work on a software program. It wasn’t integrating.
and going to friend’s house if they don’t have it. So, it
You have to stop what you are doing and you have to
is really like you don’t have to teach the basics. They
go to the lab. You have to go a certain time even
already have it. You can just go on from there.(Kelly)
though it is not what you are doing at that time. Here,
I keep an eye on the kids, and they can integrate in I observed that the students were always eager to
what they are doing right into the curriculum. (Kelly)
use the computers whenever teachers gave them the
The school also has 50 AlphaSmarts for students’ chance. Most of the time, during recess or before
use. AlphaSmarts are simple and portable computers classes begin for projects, students were always seen
that allow users to enter and edit text then send it to any using the computers.

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The school’s technology facilities, the eagerness ways, it is too short. It is a little superficial in some
ways. (Kelly)
and readiness of students to use of computers, and the
positive feedback of teachers about the presence of Basically Kelly is positive about the effects of
computers in the classroom is not, however, reflected project-based learning activities on students’ learning.
in the use of computers in project-based learning She expressed this as follows:
activities that I observed in classrooms. Teachers One thing is that kids are excited about school
differed significantly from one another in terms of their and when they are excited about school they do better
perceptions about the use of technology in learning and in everything. They enjoy projects so much that gives
them enthusiasm to come to school. Another thing is
in the level of its application during the project-based
that when they read about it or hear about it in other
learning classes. subjects, they will say, Oh ya! I learned about that in
3.2 Implementation of project-based learning: Kelly’s project. I already know this much about it
The case of “Wild and Wonderful Wetlands” and I want to learn more. So, part of that also
encourages them to be in it, or go home and talk
Kelly, a senior teacher in this school, conducted
about it with their families, and I think it just gives
this project class for 18 students who signed up for this them the enthusiasm to learn.
project. The students are from grades one to three.
Kelly has taught for more than 10 years in this school Based on another interview question with regards
and had been involved in teaching projects in all these to her observation of students’ reaction to
years. Besides teaching projects, she also teaches project-based learning, she gave both positive and
Language Arts and Math. According to Kelly, she negative views as follows:
doesn’t really see much difference in her teaching First good and there is bad. The good is that I
think they really understand what they have learned,
either in the project classes or in Language Arts or
they retain it better, they want to continue on their own
Math Class as she said, what they have learned, they want to take their
I don’t because I teach it that way anyway. Like families in, they get more involved, they want to talk
in my Language Arts class, I do themes and my about it more. The bad is that it is not as academic as
themes are continents. I always do it in a project way, the morning things we do, so it is hard to get them do
but I actually make it more academic, they have to do the writing or do a lot of reading in the area. It has to be
more writing they have to do in a research project on more a lot of manipulative, hands on kind of things.
a country. So, I really don’t see that much difference
in my style. My style really fit in very well. Although Kelly expressed some limitations of
projects, overall she believes that project-based
Even before Kelly started teaching in this school learning is the best way to learn. She commented on
where projects are an important focus of the school this as follows:
curriculum, she indicated as having carried out projects
I feel that it makes it very exciting. It is really the
in a non project-based school before. She expressed best way to learn as long as you make sure skills are
this as follows: being taught as well and we cover that in the morning.
I know my own children have grown up in schools
Before I came to this school, I really did this
that have a lot of that. I feel they really like it that way.
anyway. I had my own classroom all day long and I
was able to implement projects that actually I felt I
Kelly herself developed the curriculum she used
could do it better. I could do it in my Math class. I
could do it in my Language Arts class. Here it is more for this project. The entire project was carried out in 11
isolated, you just do it for three weeks and the kids lessons over a period of three weeks. Kelly adapted the
are gone. You don’t develop as much of a rapport lessons as the project class progress. Kelly used various
with the kids, and can’t go into much depth. In some
instructional strategies for this project. Her strategies

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included whole class instructions and discussions, During this trip, the experts demonstrated the process
bringing in experts to speak in the classroom, field trips, of water entering a wetland by pouring a pail of water
and video presentations. Kelly used a significant on a road surface outside the classroom. After this
amount of the project time for whole class instruction activity, they had the students walking along the creek.
and discussions. Whole class instruction was used for While walking along the creek, the experts asked the
explaining about wetlands, story telling, and students several questions and gave explanations about
presentation of facts to students. Kelly also read to the plants, animals, trees, the creek itself and so on. I
class about wetlands from books, newspapers, and observed that most of the students were not very
pamphlets. Wetland experts who were brought into the interested in the explanations and instead they were
classroom also used this approach when they explained more interested in exploring on their own looking at
about wetlands and the importance of preserving various things, collecting leaves, and occasionally
wetlands. Whole class instruction was often included talking with their friends.
with question and answer sessions. Kelly and the The third field trip was carried out during the last
experts brought into the classrooms asked both open week of the project. Kelly took the students to a local
and closed-ended questions to the students. Some of wetland preservation organization. During this field
the questions posed to students included: What is a trip, six parents assisted in transporting the students to
wetland? What do you find at wetlands? What kinds of the wetland organization. The parents were very
plants and animals do you find at wetlands? What are cooperative and interested in helping. On arrival at the
different kinds of wetlands? Why must we take care of organization, the students, parents and Kelly were
wetlands? Etc. Students enjoy answering the questions greeted and welcomed by John, a volunteer who works
posed to them. at the organization. John introduced himself and gave
Kelly organized three field trips during this instructions for students to follow while walking
project. In the first field trip, Kelly had the students’ around the wetland area. He took the students around
walk to a nearby creek to take samples of water and the wetland area, explaining various parts of the
mud for observations in the classroom later. The wetland. Occasionally, he asked them question. Again,
children enjoyed this field trip very much. This is I observed that students did not ask many questions.
reflected from my observation notes as follows: They were more interested in looking around and
At 1:25 p.m. Kelly and her students set out for exploring by themselves. During this field trip,
their first field trip. The weather outside was very students were not given any specific task to do.
cold but it did not dampen the students’ spirit. They Kelly also used video presentation as an
were very excited to go on the trip. They sang as they
instructional strategy during the project. Kelly showed
walked to the creek. After walking for about 15
minutes we reached our destination. As soon as we two videos related to wetlands. The students were
arrived at the creek, the students took their turns to asked to watch the video quietly. During the
collect samples of water and mud from the creek. presentation, students appeared very quiet and
Students were not given any other task during this
expressed interest in what they were watching. After
field trip.
the video presentation, Kelly briefly explained about
Two local wetland experts who came to the class what they had seen. There was very limited interaction
to talk about wetlands led the second field trip. After during the discussion.
talking and discussing about wetlands in the classroom, Throughout this project, students were engaged in
they led the students and Kelly to a different part of the various activities. These activities included: listening to
same creek visited by the students in their first field trip. teacher and experts; drawing, coloring, and cutting out

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pictures of plants and animals; examining water wetlands models by the students on the last day of the
samples and mud from wetlands using hand lenses and project as a final finished product of the project.
microscopes; exploring the wetland environment during Throughout this project class, assessment of
field trips; and writing thank you letters to people who student learning received very low priority. There was
have helped during the project. On the last day of this no attempt by the teacher to assess the extent of student
project, Kelly asked the students to construct a model of learning during the project classes. In the last project
wetlands. I recorded my observation on how this class class, essentially during the last ten minutes, Kelly
started on this day as follows: distributed self-evaluation forms to the students. The
As soon as the students had taken their seats, the objective of this evaluation was to provide a general
teacher told the class, “We are going to do something feedback to Kelly about how students perceive the
super fun today. You get to do wetlands. You will be Wild & Wonderful Wetlands project. It was not
provided with the materials and you can also use the
intended to assess the extent of students’ learning of the
water and soil you have collected during the field
trip.” Kelly told the class that she would prefer them project. Kelly confirmed the shortcomings of the
to work individually so that they can take their project assessment when I interviewed her as follows:
wetlands home. Kelly also asked the students to
Every teacher has the projects self-assessed. It is
finish a little early so that they can do the evaluation
not real formal. They write down their favorite part
of the project.
of the class or something that they have learned and
then I assess them. Mostly assessment doesn’t go
Kelly provided the students with the materials home until report cards are done. We do it only twice
required for doing their models. These included a year. So, I think it is not very helpful because we
Styrofoam trays, multi-colored stiff papers, and plastic don’t do it right away.

in. After providing the materials, Kelly guided the In summary, the main characteristics of the “Wild
students on how they could construct their wetlands. and Wonderful Wetlands” project carried out by Kelly
She told them that they could use green colored paper and her students are as follows:
as grass, and make stones, birds, and other animals (1) Throughout this project, most of the time
using the plasticin. At this point one student asked if he students worked individually. There was very little
could use some real grass from outside the class. Kelly interaction among students during the learning
agreed and let the students use some materials from the activities.
school compound just outside their classroom. (2) The curriculum for this project was designed
Throughout this project, the students appeared to and adapted by the teacher as the class progressed.
be most interested in hands on activities. They showed (3) The teacher used various instructional
preference for activities such as exploring on their own strategies, which included whole class instruction and
during field trips, building wetlands models, and discussion, bringing outside experts into classroom,
drawing and coloring pictures. They least preferred field trips, and video presentations.
whole class instruction. Although the teacher allowed (4) Students were involved in various activities.
the students to engage in various activities throughout However, they were most interested and engaged when
this project class, the activities did not lead students doing hands on activities and while doing their own
towards producing a final finished product explorations during the field trips.
incorporating all the activities. The students were not (5) The many activities the students were involved
provided the opportunity to integrate all their earlier during the classes did not lead them to produce a
learning activities to form a coherent final product for coherent final finished product, incorporating all the
the project. The teacher regarded the creation of activities they had done during the project.

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(6) Assessment of student learning during the Sometimes, I noticed that students were just exploring
project was given a low priority by the teacher. the Kid Pix software. They would explore the various
3.3 Technology use in the wild and wonderful programs within the Kid Pix Studio software.
wetlands project Sometimes they would play games. Usually Kelly did
As Kelly, who is like a computer specialist at this not supervise the students on the computers very much.
school, conducted this project class, students were seen Once in a while she would walk to the computer and
to use more computer technology here than in any of appreciate the students’ pictures. The following two
the other projects observed. In this 11-lesson project observation notes reveal typical examples of computer
class, beside the numerous text-based instructional use during this project class.
materials, Kelly used video presentations and allowed Kelly read out the names of students who will be
students to use computers during most of the lessons. using the computers before and after recess. She told
Kelly showed videos on two occasions as a strategy to the students that they could draw on the computers.
They could draw bird, animal, plant, the creek they
disseminate information to all the students. The
have recently visited or any other things that they saw
students were very interested while watching the while on their field trip. Immediately, the students
videos. After each presentation, Kelly briefly discussed assigned to computers before recess took their seats
the video contents with the students. at the computers and started working. Two students
started drawing animals. Another two students were
Kelly made specific arrangement to enable all the
just experimenting doing all kinds of things at the
eighteen students to use computers during this project computer. After sometime, one drew an animal and
class. On the very first day of this project class, Kelly the other drew a tree.
told the student how and when they would be using the
After recess, students at the computers
computers. Although there were seven computers in
experimented on various things at the computers before
the class, Kelly set up a computer use schedule where
attempting to draw what the teacher required. However,
during each project lesson four students would use the
the students at the computers appeared very engaged in
computers before recess and four after the recess. Thus
what they were doing and the teacher had no problems
eight students were given the opportunity to use
at all with their discipline. They were completely
computers during each project lesson, except for the
mesmerized in their work.
days when students were taken on field trips.
Although Kelly provided opportunity for the
Throughout this project, each student was given at least
students to use computers during this project, the use
three slots of 30 minutes to use the computers.
was limited to just drawing. The use was aimed at
Most of the time when students were assigned to
exposing the students to computers and keeping them
the computers, Kelly would give them a specific task
engaged in class. Despite the availability of computers
related to the wetlands. Kelly would ask them to use the
in the classroom, the software, and their connectivity of
Kid Pix program to draw animals, plants, birds, or
the computers to the Internet, they are actually
other things related to what they were learning.
underutilized.
Sometimes she would let them use the computers
In summary, technology use in the Wild and
without giving any instructions at all. From my
Wonderful Wetlands project carried out by Kelly and
observation, I found that students always look forward
her students are as follows:
to their computer time in class. On receiving the
(1) Beside numerous text-based instructional
instruction from their teacher, students would rush to
materials, videos and computers were used in the
the computers and remain active and engaged in
project-based lessons.
creating whatever pictures they were asked to draw.

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 Technology application in project-based learning

(2) The teacher used a computer schedule to make (2) Project-based learning can be practiced in
sure each student gets an opportunity to use the Malaysia. By nature, Malaysians are more cooperative
computer for 30 minutes. and less individualistic. Furthermore, KBSR and
(3) The teacher gave students specific tasks KBSM provide a suitable curricular environment for
related to wetlands when they were assigned to the the implementation of project-based learning activities.
computers. (3) Smaller class sizes and bigger classrooms are
(4) The students were very excited to use the needed for the implementation of technology-assisted
computers and looked forward for their turn. project-based learning activities.
(5) The students at the computers appeared very (4) Technology should be easily accessible for
engaged in what they were doing and the teacher had teachers. Technological infrastructure in the
no problems at all with their discipline. classrooms can greatly facilitate integration of
3.4 Summary of findings on the use technology technology in the curriculum.
in project-based learning (5) We should be ready to use and integrate
The following are the summary of findings. technology into the curriculum when they are brought
(1) Despite the availability of adequate into the classrooms.
technological infrastructure in the school, the use of (6) We should bridge the gap between theory and
technology in project-based learning is rather limited. practice. Teachers as practitioners should have access
(2) Technology is used in project-based learning to theory, literature, and practice of good instructional
class as an “add on” rather than “integrating” it across approaches.
the project.
(3) Teachers’ planning and practice of
5. Conclusions
project-based learning activities are focused more on Project-based learning is a time tested
multiple instructional activities and less on the instructional approach. The use of technology in
integration of technology. project-based learning can further enhance its
(4) There is a disparity between theory of effectiveness. If implemented appropriately, it can
technology assisted project-based learning and the bring about multiple learning outcomes. Although this
classroom practice of project-based learning. paper is based on a study conducted in the United
(5) Assessment of student learning during the States, as educators we can learn a great deal from the
project was given a low priority by the teacher. strengths and weaknesses of other educators, even from
4. What can we learn from the experience? a developed country. However, we must be careful
Although this study was conducted in the United when introducing an instructional approach from
States of America, I believe other countries including another country. We must ensure that we have the
Malaysia have something to learn from the American appropriate physical facilities, technological
experience. The following are some suggestions on infrastructure, and training before adopting a certain
what we can do. instructional practice.
(1) Project-based learning can be adopted or
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