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The purpose of this qualitative study was to understand the group dynamic in PBL task delegation and technology skill fluency through the language of its participants. The researcher collected themes, experiences, and decisions depicted in the language of high school students as they negotiated a final project using computer technology tools to create mobile applications for their high school community. Often in groups, teachers are not always part of the exchange of learning and necessary communication between students to complete tasks and negotiate ideas. This research assists teachers in developing strategies to better organize and guide groups in a PBL curriculum with technology so students can more effectively address the needs of projects independently. In this research, the PBL curriculum promoted conversation and communication for delegated tasks amongst students and developing a sense of familiarity and cohesiveness in student centered groups. Scenarios which required the management of group members to complete the tasks required in the project were also prevalent. Group members shared critical vocabulary related to technology and the process of the project. Additional benefits included group approaches with the consideration of continually improving the project and also an increased awareness and appreciation for the technology used in the project. The final mobile applications of the groups represent the combination of group process, technology, and addressing the authentic question in the PBL curriculum. Students were able to develop authentic projects which were the results of a variety of technology based skills, project management and conceptualization.
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The purpose of this qualitative study was to understand the group dynamic in PBL task delegation and technology skill fluency through the language of its participants. The researcher collected themes, experiences, and decisions depicted in the language of high school students as they negotiated a final project using computer technology tools to create mobile applications for their high school community. Often in groups, teachers are not always part of the exchange of learning and necessary communication between students to complete tasks and negotiate ideas. This research assists teachers in developing strategies to better organize and guide groups in a PBL curriculum with technology so students can more effectively address the needs of projects independently. In this research, the PBL curriculum promoted conversation and communication for delegated tasks amongst students and developing a sense of familiarity and cohesiveness in student centered groups. Scenarios which required the management of group members to complete the tasks required in the project were also prevalent. Group members shared critical vocabulary related to technology and the process of the project. Additional benefits included group approaches with the consideration of continually improving the project and also an increased awareness and appreciation for the technology used in the project. The final mobile applications of the groups represent the combination of group process, technology, and addressing the authentic question in the PBL curriculum. Students were able to develop authentic projects which were the results of a variety of technology based skills, project management and conceptualization.
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