Examining middle school teachers’ implementation of a technology-enriched problem-based learning program: Motivational factors, challenges, and strategies

Literature has documented the benefits of problem-based learning (PBL), but also shown significant barriers to using PBL in K–12 education. Yet, the research describing why and how K–12 teachers implement PBL is insufficient. In this qualitative study, using semi-structured interviews, we investigate why 25 middle school teachers chose to implement a technology-enriched PBL program, challenges they encountered, and facilitation strategies they...