Examining the Integration of Project-Based Learning and Technology Tools in K-12 Classrooms
Keywords:project-based learning, technology integration, K-12 classrooms
This quantitative research looked at how teachers in Saudi Arabia and Jordan are using PBL with technological resources for students in grades K-12. K-12 educators in both nations participated in the research by filling out questionnaires. The data was analyzed using both descriptive and inferential statistics. According to the findings, some classes successfully integrated technology while others struggled to do so. Benefits such as greater student involvement, critical thinking, and problem-solving skills were cited. However, obstacles including lack of funding, inadequate education, and aversion to change were also noted. The research also found that there is a positive correlation between the degree to which technology is integrated into the classroom and the results for students. These results are an important addition to the literature because they shed light on the pros, cons, and results of combining PBL with technological resources in K-12 schools in Saudi Arabia and Jordan. Results show the necessity of fostering technology integration and overcoming the barriers to maximize the advantages for students, which is important information for educational policymakers, administrators, and instructors in Saudi Arabia, Jordan, and comparable settings. The research highlights the need of sufficient funding, high-quality educator preparation, and strong support structures for smooth integration.