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

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