[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-602163-105":59,"doc-detail-602163-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","using-technology-to-enhance-project-based-learning-in-high-school-a-phenomenological-study","Using Technology to Enhance Project-Based Learning in High School - A Phenomenological Study","","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.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/using-technology-to-enhance-project-based-learning-in-high-school-a-phenomenological-study/602163/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/using-technology-to-enhance-project-based-learning-in-high-school-a-phenomenological-study/602163.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study aim to solve about technology and PBL?","Question",{"text":112,"@type":113},"The study targets how technology can better support project-based learning so educators can prepare students for the 21st century.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the document describe the purpose of the phenomenological qualitative study?",{"text":117,"@type":113},"It seeks to understand how technology currently supports PBL for educators in secondary schools and to determine which missing features would be helpful.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is technology considered important to PBL in this study?",{"text":121,"@type":113},"Technology is presented as a way to increase PBL effectiveness by enabling collaboration and communication, supporting engagement, and helping students develop 21st-century skills.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602163,1792190292,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Using Technology to Enhance Project-Based Learning in High School: A  \nPhenomenological Study  \nAlexis Mabe  \nLamar University  \nKelly Brown  \nLamar University  \nJ. Edward Frick  \nLamar University  \nFrederico Padovan  \nLamar University  \nEducators 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.  \nKeywords: project-based learning, technology, secondary schools, digital  \nEducation Leadership Review of Doctoral Research, Volume 10, Fall 2022 1  \nProject-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) .  \nOver 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) .  \nIn 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) .  \nAccording 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","cbCaiktJPa4xAEbp","https://ap.wps.com/l/cbCaiktJPa4xAEbp","pdf",196352,14,"English","# Background and Rationale\n## Project-Based Learning and Student Outcomes\n## Shift From Teacher-Centered to Student-Centered Pedagogy\n## 21st-Century Skills and Readiness\n# Technology’s Role in Supporting PBL\n## Collaboration, Communication, and Engagement\n## Educational Technology Across PBL Phases\n# Challenges and Research Purpose\n## Technology Use by Teachers vs. Students\n## Study Aim and Missing Features","[{\"question\":\"What problem does the study aim to solve about technology and PBL?\",\"answer\":\"The study targets how technology can better support project-based learning so educators can prepare students for the 21st century.\"},{\"question\":\"How does the document describe the purpose of the phenomenological qualitative study?\",\"answer\":\"It seeks to understand how technology currently supports PBL for educators in secondary schools and to determine which missing features would be helpful.\"},{\"question\":\"Why is technology considered important to PBL in this study?\",\"answer\":\"Technology is presented as a way to increase PBL effectiveness by enabling collaboration and communication, supporting engagement, and helping students develop 21st-century skills.\"}]","Using Technology to Enhance Project-Based Learning in High School - A Phenomenological Study | PDF",1792094143,35]