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Effects of Project-Based Learning on Teachers’ Information Teaching Sustainability and Ability

Author

Listed:
  • He-Hai Liu

    (College of Education Science, Anhui Normal University, Wuhu 241000, China)

  • Qi Wang

    (College of Education Science, Anhui Normal University, Wuhu 241000, China)

  • Yu-Sheng Su

    (Department of Computer Science and Engineering, National Taiwan Ocean University, Keelung City 20224, Taiwan)

  • Liang Zhou

    (National Engineering Research Center for Communication and Network Technology and the College of Communication and Information Engineering, Nanjing University of Posts and Telecommunications, Nanjing 210003, China)

Abstract

In the context of the Internet for education, informatized teaching has become the most basic and critical ability of teachers. The application of advanced information technology in education means that the improvement in teaching ability requires instructors to better utilize teaching and learning opportunities. Project-based learning is an inquiry-based learning method that embodies learning by doing. With respect to the training of informatization teaching for pre-service teachers, we choose three aspects: information-based instructional design, information-based teaching resource integration, and information-based teaching evaluation, respectively, from PowerPoint (PPT) skills, multimedia courseware production, and micro lectures. This study explores three experimental projects and undertakes detailed empirical growth research on the cultivation of pre-service teachers. We were able to enhance the informatization teaching design ability of pre-service teachers with the training of PPT skills. In this experiment, we found that integration of information-based teaching resources can be improved by the integration of multimedia courseware production. Information teaching evaluation can be improved through micro lecture production. The mechanism provides a more feasible and practical strategy for the training of pre-service teachers in their informatization teaching ability.

Suggested Citation

  • He-Hai Liu & Qi Wang & Yu-Sheng Su & Liang Zhou, 2019. "Effects of Project-Based Learning on Teachers’ Information Teaching Sustainability and Ability," Sustainability, MDPI, vol. 11(20), pages 1-16, October.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:20:p:5795-:d:278077
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    References listed on IDEAS

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    1. Kai-Yu Tang & Chun-Hua Hsiao & Yu-Sheng Su, 2019. "Networking for Educational Innovations: A Bibliometric Survey of International Publication Patterns," Sustainability, MDPI, vol. 11(17), pages 1-16, August.
    2. He-Hai Liu & Yu-Sheng Su, 2018. "Effects of Using Task-Driven Classroom Teaching on Students’ Learning Attitudes and Learning Effectiveness in an Information Technology Course," Sustainability, MDPI, vol. 10(11), pages 1-14, October.
    3. Jui-Che Tu & Li-Xia Liu & Kuan-Yi Wu, 2018. "Study on the Learning Effectiveness of Stanford Design Thinking in Integrated Design Education," Sustainability, MDPI, vol. 10(8), pages 1-21, July.
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    Cited by:

    1. Suping Yi & Rustam Shadiev & Ruwei Yun & Yefeng Lu, 2022. "Developing and Validating an Instrument for Measuring Teachers’ Informatization Teaching Ability in Primary and Secondary Schools in China for the Sustainable Development of Education Informatization," Sustainability, MDPI, vol. 14(11), pages 1-21, May.
    2. Xiang Wang & Chang-Franw Lee & Yiwen Li & Xiaoyang Zhu, 2023. "Digital Transformation of Education: Design of a “Project-Based Teaching” Service Platform to Promote the Integration of Production and Education," Sustainability, MDPI, vol. 15(16), pages 1-24, August.
    3. Qihui Xie, 2022. "The Factors Influencing Chinese University Teachers’ Intentions for Using the Micro-Lecture in the Post COVID-19 Era," IJERPH, MDPI, vol. 19(22), pages 1-20, November.
    4. Míriam Hernández-Barco & Jesús Sánchez-Martín & José Blanco-Salas & Trinidad Ruiz-Téllez, 2020. "Teaching Down to Earth —Service-Learning Methodology for Science Education and Sustainability at the University Level: A Practical Approach," Sustainability, MDPI, vol. 12(2), pages 1-23, January.
    5. Maria Albertina Barreiro Rodrigues & Ana Isabel Morais, 2021. "How to Challenge University Students to Work on Integrated Reporting and Integrated Reporting Assurance," Sustainability, MDPI, vol. 13(19), pages 1-19, September.
    6. Míriam Hernández-Barco & Jesús Sánchez-Martín & Isaac Corbacho-Cuello & Florentina Cañada-Cañada, 2021. "Emotional Performance of a Low-Cost Eco-Friendly Project Based Learning Methodology for Science Education: An Approach in Prospective Teachers," Sustainability, MDPI, vol. 13(6), pages 1-19, March.
    7. Sarah Cheah & Shiyu Li, 2020. "The Effect of Structured Feedback on Performance: the Role of Attitude and Perceived Usefulness," Sustainability, MDPI, vol. 12(5), pages 1-14, March.

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