Technology-Embedded Project-based Learning in the Classroom: The Capstone Project Experience in Taiwan

Yu-Ping Hsu


Technology-embedded, project-based-learning, vocational education, e-portfolios


Though technology has become a supportive learning tool for students, it is still not sufficiently good in education. A number of experiences from our life, such as the sense of touch and that of smell, are difficult to construct on computer-aided projects. When teachers use technology-embedded project-based instructional material in classes, they must design new manners of teaching with computers. This study shows the evidence of more student-centered instructions and learning on computer-aided design projects. This capstone project is a framework for understanding the mode in which technology-embedded project-based learning enables the role of students to become active learners. This capstone project system is integrated computer-aided design to a project-based learning. Technically, this study primarily focuses on the development of technology-embedded project-based learning, and also shows the approach of e-learning because students are required to learn concepts by participating in the e-portfolio system. These findings could act as a reference for technical and vocational higher education instructors who consider computer-aided design to support their future teaching curricula. For students, this is a good approach for developing professional achievements and social skill learning. For educational institutions, they can use technology-embedded project-based instructions to review the technological qualifications of teachers. Applying computer-aided designs in a technology-embedded project will make technology efficient and appropriate in education.

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