The Affect of Technology Supported Project Based Learning for Students with Diverse Abilities

Abstract

Integrating technology in Project-Based Learning (PBL) enables educators to promote 21st-century skills. In PBL, students learn to identify real-world problems. This qualitative case study of 12 middle school educators in the southeast United States examined the effects of technology-supported PBL among students with diverse learning abilities through purposive sampling. Data was collected by conducting in-depth and focus group interviews on the Zoom platform. The following question guided this study: How do middle school educators plan and implement PBL with technology for students with diverse learning abilities? The theory of constructivism provided the basis for how educators applied technology in PBL. The anecdotal responses provided greater insight into how educators identified digital tools to support diverse learners through scaffolding and differentiating. Effective technology is not about the technology, but effective learning through technology for students with diverse learning abilities.