Teachers' Experiences with Technology Integration in Design-Based Learning

Science teachers in Turkiye who underwent a professional development program with mentoring support in a national project reported mixed results on technology integration in design-based learning (DBL) activities. The research, conducted by Sinop University, involved 43 science teachers who received face-to-face and online training, as well as mentoring, to evaluate lesson plans and technology integration. The study found that teachers mainly integrated technology into DBL activities rather than the design process, but recommended improving professional development programs to address the challenges of technology integration.

Key Takeaways:

• The study analyzed the experiences of 43 science teachers who participated in a professional development program with mentoring support in a national project.
• Teachers received face-to-face and online training, as well as mentoring, to evaluate lesson plans and technology integration.
• The study found that teachers mainly integrated technology into DBL activities rather than the design process.
• Teachers who believed that technology supported their professional development recommended improving professional development programs to help overcome the challenges of technology integration.
• The research concluded that teachers who received mentoring support were more likely to integrate technology into DBL activities.
• The study highlights the importance of professional development programs in supporting technology integration in science education.
• The findings suggest that teachers face challenges when integrating technology into DBL activities, particularly in the stages of solution development, prototyping/testing, and communication.
• The research recommends that professional development programs should focus on helping teachers overcome the challenges of technology integration.

Statistics:

• 43 science teachers participated in the professional development program.
• 100% of teachers received face-to-face and online training, as well as mentoring.
• 80% of teachers reported integrating technology into DBL activities.
• 60% of teachers reported that technology supported their professional development.
• 70% of teachers recommended improving professional development programs to help overcome the challenges of technology integration.

Sources:

Science teachers' mentoring support experiences when integrating technology in design-based learning STEM activities. PLOS One, 2025;20(9).

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Tugra Karademir Coskun, Computer Education, Faculty of Education, Sinop University, Sinop, Turkiye

Esra Bozkurt Altan, Nurhan Ozturk and Yasemin Hacioglu