Using Technology to Enhance Project-Based Learning in High School - A Phenomenological Study

Oct 15, 2026

Uploaded by acoobca

A phenomenological qualitative study examines how technology currently supports project-based learning (PBL) for secondary-school educators and identifies missing features that would be beneficial. The study is grounded in PBL’s role in engaging learners with real-world problem solving, ownership, and creation of real products. Findings highlight how technology can strengthen collaboration, communication, engagement, and 21st-century skill development, while also addressing gaps in current educational technology from educators’ perspectives.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Background and Rationale

Project-Based Learning and Student Outcomes

Shift From Teacher-Centered to Student-Centered Pedagogy

21st-Century Skills and Readiness

Technology’s Role in Supporting PBL

Collaboration, Communication, and Engagement

Educational Technology Across PBL Phases

Challenges and Research Purpose

Technology Use by Teachers vs. Students

Study Aim and Missing Features

Using Technology to Enhance Project-Based Learning in High School: A Phenomenological Study Alexis Mabe Lamar University Kelly Brown Lamar University J. Edward Frick Lamar University Frederico Padovan Lamar University Educators are tasked with preparing students for college and beyond (Gómez-Pablos et al., 2017). Project-based learning can help achieve this goal (Gómez -Pablos et al., 2017). PBL engages students in real-world problem-solving activities that allow them to take ownership of their own learning and create real products (Zafirov, 2013). The problem this study aimed to solve is how technology can better support PBL so we can better prepare students for the 21st century. It has been argued that technology can directly increase the effectiveness of project-based learning in the classroom (Pitura & Monika, 2018). Effectively leveraging technology during PBL is one of the best ways to help students address real-world problems and prepare for life after college (Brown, Lawless, & Boyer, 2013; Korucu & Cakir, 2018; Pitura & Monika, 2018). The purpose of this phenomenological qualitative study is to understand how technology currently supports projectbased learning for educators in secondary schools, and to determine what missing features would be beneficial. The information gained in this study has helped the researcher understand how technology enhances the project-based learning experience. The research also supports an understanding of what features and capabilities are missing in current technology from educators’ perspective. Keywords: project-based learning, technology, secondary schools, digital Education Leadership Review of Doctoral Research, Volume 10, Fall 2022 1 Project-based learning (PBL) is a learning model that engages students in real-world problemsolving activities allowing them to take ownership of their learning to create real products (Anazifa & Djukri, 2017) . This approach, in one form or another, has been around for over a century. With the increase in globalization and the rapid advancements in technology, PBL is now more relevant than ever. Project-Based Learning is one of the best ways to prepare students for the digital age because it teaches content and develops skills in communication, collaboration, critical thinking, and creativity (Gómez-Pablos, et al., 2017) . Technology enhances PBL by providing opportunities for students to collaborate and communicate in ways inconceivable prior to the advent of various tools (Martinez & Schilling, 2010) . Over the past few decades, a shift has occurred from teacher-centered to studentcentered pedagogy (Emaliana, 2017) . Originally, PBL arose from a need to improve education in medical school by giving the students real-world experience as opposed to memorizing information from a book or lecture (Sunar & Shaari, 2017) . However, since the 1960s, educators realized the benefits of PBL for students in K-12 schools (Dias & Brantley-Dias, 2017) . In a teacher-centered classroom, often called a traditional classroom, students are passive learners, and lecturing is often the mode of instruction (Emaliana, 2017) . In a studentcentered classroom, students are active learners and instruction can take many different forms. This increased engagement helps the student to retain information (Taheri, 2018) . Additionally, students need to be prepared for both college and life beyond college. (Gómez-Pablos et al., 2017) . The skills needed to succeed in both settings can be very different. In college, students need hard skills including how to take a test. However, for career-readiness, employers put more stock in certain “soft skills,” such as creativity and collaboration (Korucu & Cakir, 2018) . These soft skills are referred to as 21st century skills (Ghafar, 2020) . According to Gómez-Pablos et al. (2017), the theory behind PBL can meet the needs of preparing students for college and their future careers. In order to solve complex p

FAQs

What problem does the study aim to solve about technology and PBL?

The study targets how technology can better support project-based learning so educators can prepare students for the 21st century.

How does the document describe the purpose of the phenomenological qualitative study?

It seeks to understand how technology currently supports PBL for educators in secondary schools and to determine which missing features would be helpful.

Why is technology considered important to PBL in this study?

Technology is presented as a way to increase PBL effectiveness by enabling collaboration and communication, supporting engagement, and helping students develop 21st-century skills.

Oct 15, 2026

Uploaded by acoobca