Introduction
For the past several years, a decrease in technology integration into the core curriculum was observed at a suburban elementary school in the southeastern United States . Yet teachers used the labs. In fact, the amount of usage actually increased. Why, then, was there very little evidence or products where students and teachers used online resources or available software to develop and/or demonstrate understanding of core subjects? An analysis of the computer lab schedules indicated the major utilization was for integrated learning system (ILS) style software for reading and math. Only students in the gifted program created a webpage each year and used the internet for research.
The National Center for Educational Statistics (NCES) sponsored by the United States Department of Education (USDE, 2002) explains technology integration as a process rather than an end state. The technology integration process describe by the NCES (2002) includes both technology resources and practices used to support school goals. When the school's technology practices were compared to those listed by the NCES (USDE, 2002), there was little use of the school's labs for routine collaborative work and communication, internet research, or retrieval and transmission of information via our Local Area Network (LAN) and the systems Wide Area Network (WAN). Was the current use of the labs for the ILS software the best way to integrate technology into the curriculum? Was it a technology integration process that supports all of the characteristics that define technology integration?
According to Kulik (2002), “ILSs commonly focus on instruction in the basic skill areas of reading and mathematics “(p. 1). This emphasis on basic skills and individual student work in this type of software has been shown to increase student achievement (Kulik, 1994). However, because of this individualized emphasis, student involvement in Information and Communication Technologies (ICT) is not promoted.
Several groups and organizations have offered definitions of ICT and reasons why their mastery is important to 21st Century students. According to the Educational Testing Service (ETS, 2002), “ICT literacy is using digital technology, communications tools, and/or networks to access, manage, integrate, evaluate, and create information in order to function in a knowledge society” (p. 2). Digital-Age Literacy, Inventive Thinking, Effective Communication, and High Productivity are the 21st Century ICT skills listed by the North Central Educational Laboratory and the Metiri Group (2003). In addition, the Partnership for 21st Century Skills (2003) developed the following list of elements they recommend for success in this century: “Emphasize core subjects, Emphasize learning skills, Use 21st century tools to develop learning skills, Teach and learn in a 21st century context, Teach and learn 21st century content, Use 21st century assessments that measure 21st century skills” (p. 8). All three lists exhibit common elements: students need to know how to use technology to learn, evaluate information, apply their knowledge to new situations, and communicate the results of their findings to demonstrate understanding of the current information available or provide new information to existing bodies of knowledge.
Purpose of the Study
One job of the Local School Technology Coordinator (LSTC) at this school was to help teachers integrate technology into the curriculum. The evidence obtained from the analysis of the school's lab schedules indicated that the current lab activities did not include many of the practices describe by the NCES as a necessary elements of technology integration. However, in the past when new software or technology integration processes or models were introduced, teachers asked questions such as: Will this improve student achievement? How am I going to fit this in the schedule with everything else I am required to do? When do I have time to plan and to learn how to use it? The purpose of this study was to find a technology integration process or model that will truly integrate technology into the core curriculum, promote student achievement and ICT skills and that would also be embraced by teachers.
Research Questions
A quasi-experimental research design was used to provide data to inform two research questions:
- How does student achievement on content-area tests and ICT skills in classes using technology supported project-based learning compare to the achievement of students in classes using more traditional teaching methods?
- What are the affects on teacher attitudes toward using project based learning?
Biases and Limitations
The first assumption was that all of the teachers of the treatment classes would implement the technology-supported project-based unit completely and without revealing their feelings for or against the method to the students. The second assumption was that the majority if not all of the students in the treatment classes would be allowed to participate. Random selection of the students and teachers for the control and treatment classes was not possible. The student socio-economic status and demographic make-up of the control and treatment classes were balanced with no group being under or over represented. (see Table 1). The differences in the teachers’ experience in teaching forth grade, their educational levels and experience using technology supported project-based learning were minimal (see Appendix A). Their lack of experience using technology supported project-based learning possibly had an influence on student achievement and teacher acceptance of the method in the treatment classes. The project content objectives were dictated by the grade-level Curriculum Content Map which listed not only the specific objectives to be covered, but a time frame in which it was to be completed (see Appendix B).
Importance of the Study
The results of this study demonstrated to teachers that the use of technology supported project-based learning could be used at this school to: Incorporate ICT skills as a tool for students to learn the core subject objectives. Maintain, if not improve student achievement. Fit into their schedule by using it as an alternative method to teach content instead of addressing technology integration processes as an additional requirement.
Overview of the Methodology
A mix-method, quasi-experimental design was used to address the different areas of the study. Quantitative data were collected about students through a pretest and posttest. These provided baseline data of the students’ knowledge of the social studies and language arts objectives. The Language Arts objectives not only included the research skills addressed in the technology supported project-based unit, they also incorporated the ICT skills that would be taught. In addition, demographic information (see Table 1), language arts and social studies sub scores from the students’ most recently administered state criterion reference tests and the Iowa Test of Basic Skills (ITBS) (see Table 2) were gathered to describe the control and treatment groups since random selection was not possible. Quantitative data were collected about the teachers through a questionnaire about their overall teaching experience, their experience in teaching the grade level used in the study, personal educational background and knowledge or use of project-based learning. Qualitative data about attitudes toward learning and project-based learning were gathered from teachers and students through questionnaires.
The control class taught the unit using more traditional textbook, paper and pencil approach. Of the technology integration processes or methods reviewed, those used in project-based learning were selected for the treatment class because they incorporated many of the technology integration processes that support the 21st Century Skills needed by the students. In addition, most teachers have assigned or worked with students to complete more traditional social studies projects such a creating maps or doing related book reports; therefore technology supported project-based learning could be introduced to the teachers by relating it to their prior knowledge of projects.
Literature
Review
Technology Integration Processes and Student Achievement
What technology integration processes used to support the curriculum have a positive and educationally meaningful effect on student achievement and incorporate 21st Century ICT Skills?
If teachers are to move toward integrating technology into the core curriculum, they need to be offered examples of different models of technology integration processes that have been successful in increasing student achievement on high stakes tests and promoting skills needed by students in the 21st century. The processes available for use at the school, and therefore considered for this review, included integrated learning systems (ILS), simulation software, drill and practice software, learning games, and technology supported project-based learning. The ILS model uses software that gives practice and instruction in core subjects such as reading or math. Students are usually taken to a lab for a specified amount of time on a regularly scheduled basis. Their progress is recorded and areas of weakness can be identified. Simulation software is used primarily in the sciences. Specific simulations of real life concepts are presented where students can adjust the variables and see the results in a safe manner. These are scheduled for a short period of time while the topic simulated is being presented in a specific science course. Drill and practice software, often presented in a game format, is used for rote learning of basic facts in math, grammar in language arts, or map skills in social studies. Often teachers used this type of software as a remediation, or as a reward if the students enjoy it. Technology supported project-based learning uses a variety of basic computer software for creating word processing documents, spreadsheets, databases, web pages, and slide shows. It requires the students to acquire and use internet research skills and apply their newly found knowledge to produce a product. This model can be used in all content areas independently or in cross-curricular projects. The type of software or skills used will vary by project and product choice. Which of these models would best meet our requirements?
Kulik (2003) created a report that was a combination of meta-analysis and narratives of controlled evaluations for what he called "technology applications in elementary and secondary schools" (p. iv). He use the term controlled evaluations to mean the exclusion of “. . . theoretical works, case studies, policy and cost analysis and other studies that investigate learning processes or social dimensions of technology without measuring learning outcomes”(p. iv). Kulik (2003) used the standard mean difference to calculate effect size. His positive results referred to greater gains in achievement by the treatment groups and negative results referred to greater gains in achievement by the control groups. He used the guide lines suggested by Cohen (1977) for effect sizes and Slavin (1990) for an effect size considered educationally meaningful where: 0.2 – small, 0.5-moderate 0.8-large, and anything above 0.25-educationally meaningful. Seven studies using an ILS for mathematics and nine studies using an ILS for mathematics and reading were compared. In the studies using the ILS for mathematics only, the median effect size was o.40 suggesting the use of this method was educationally meaningful. Nine studies using an ILS for reading and math were examined. In three of the studies, the mean scores for the treatment group was educationally meaningful: Mathematics effect sizes (0.58, 0.49, 0.40). Reading effect sizes (0.28, 0.44, 0.44). In six of the studies, the mean scores of the treatment groups were not educationally meaningful: Mathematics effect sizes (0.15, 0.20, 0.15, 0.04, 0.17, 0.09). Reading effect sizes (0.05, 0.06, 0.05, 0.04, 0.22, 0.0). (p. 21) Kulik (2003) suggested that the insignificant math effect scores were the result of trying to split the instructional time on the ILS between reading and mathematics. Since he did not review any studies that used ILS for reading only, it can not be assumed that it is more educationally meaningful in mathematics or reading. The six science computer tutorial studies reviewed by Kulik (2003) did quantitative measures of student achievement and student attitude. In five out of six of the studies, the treatment group scored better on the science posttests (median effect size-0.59) and all six of the treatment groups had more favorable attitudes (median effect size-1.10). (p. 56) The results of his review of six quantitative studies of science computer simulations were not as positive for the treatment groups. Only four of the studies had positive effect scores for the treatment group with a median effect size of 0.32.
In yet another study, Kulik (1994) conducted a meta-analysis of five hundred individual research studies focused on computer-based instruction. For his purposes, computer based instruction included tutorials, drill and practice, and integrated learning systems (ILS) software. Kulik ‘s analysis showed that over all, students involved in computer based instruction scored higher on achievement tests than the control groups that did not receive computer based instruction.
Mann, Shakeshaft, Becker, and Kottkamp (1999) studied the effect of The West Virginia’s Basic Skills/Computer Education (BS/CE) technology implementation on student achievement. The data was collected from Stanford-9 achievement tests for basic reading, math and language arts. “This analysis documents that as much as 11 percent of the gain score variance for one year can be explained by BS/CE”
(p. 8). The gains were separated by students who had computers at home and those who did not. The students with no computers at home made the greatest gains (p. 30). The authors pointed out several unique elements of BS/CE that could attribute to the large gain.
First, implementation was focused in selected schools across the state so that these schools received enough equipment and training for the program to be effective. Second, implementation began with a group of students in grade one. It was phased into grades two through five as these same students progressed through school providing longitudinal data. Finally, the software selection was limited to two vendors offering similar programs. The professional development and implementation support was provided by the vendors throughout the study ensuring equal and adequate training for the duration. An important thing to learn from this study is the process they used to integrate the technology. The state had a focus, basic skills, a plan for implementation and a commitment to teacher support for the length of the study. This process could easily be applied to studies at the local school level.
In 2000, the Software & Information Industry Association (SIIA) conducted an extensive study of research reviews and reports on original research (2000). The findings of this study were consistent with Kulik (1994) and Mann, Shakeshaft, Becker, and Kottkamp (2002). Students using technology had a positive gain on achievement tests and, in some cases, a significant gain. SIIA (2000) also indicated a change of focus in recent research. This body of research places equally important emphasis on the method of technology implementation, student and teacher attitude toward the technology, professional learning of teachers, and teacher pedagogical style used as causes for gain in student achievement.
Barnett (2000) also noted the shift in processes or methods used to integrate technology when he reviewed and compared the results of research when computers were used as tutors or tools. He included ILS software and drill and practice programs in the tutor category. Barnett (2000) categorized software used to create products or presentations, conduct research and analyze data as tools. When computers were used as tutors, students performed better on state tests than students without computers. (Barnett, 2000) The results of the research on computers used as tools provided examples of integration models or processes that support the development of 21st century skills: higher-order thinking, collaboration skills, and student initiative. The processes or methods which used computers as tools were problem or project-based. The studies reviewed by Barrett (2000) that used computers as tools measured student achievement by the creation of an authentic assessment product instead of state or standardized tests. The students in the treatment classes out performed the control classes on these assessments and, “Students routinely used higher-order thinking skills far beyond what was expected for their grade level” (pg. 3).
According to Byrom (2001) one of the lessons learned while helping schools integrate technology was, “Effective use of technology requires changes in teaching; in turn, the adoption of a new teaching strategy can be a catalyst for technology integration.” (p. 14) The change in teaching style to which Byrom (2001) referred is the adoption of student-focused learning. His examples of student-focused learning included project-based learning and student development of curriculum based multi-media projects where the teachers acted as facilitators. The project described by Byrom (2001) began with the intensive training of a few teachers in a school. Other teachers in the school observed the work they were doing and the processes or methods they used to integrate technology into the curriculum spread slowly through the school.
Funkhouser (2002/2003) conducted a study to compare the achievement and attitude toward math of students in traditional geometry classes with students in a computer-augmented geometry classes. The software was designed to allow students to explore and “construct” meaning. Differences of the mean scores of students in the computer-augmented class and the control class were analyzed using a t-test. According to Funkhouse (2002/2003), “. . . the group receiving computer-augmented instruction demonstrated a significantly better performance on the geometry test than the control group at the 0.05 level of significance”
(pg. 2).
Project-based learning was another method used to integrate technology that has produced promising results. Solomon (2003) states that “in project-based learning, students work in groups to solve challenging problems that are authentic, curriculum based, and often interdisciplinary” (p. 20). Some of the benefits of project-based learning include: increased communications skills, team work, and problem solving which closely align with the skills required for the 21st century student (Williams, 2003) . Bradford (2005) points out that including technology with project based learning is motivating for the student because it parallels their real-life experiences of gathering entertainment and information digitally. Supporting this position, Beglau (2005) tells us that:
The efficient use of project-based learning requires more
up-front planning on the teacher’s part, but it results in a
deeper understanding of complex concepts. Students retain
comprehension of these concepts longer and are able to apply
them to other life situations (pg. 2).
Summary
The research reviewed concerning technology integration processes and student achievement indicated several common trends. First, research supports that using technology as a tutor or a tool to support the curriculum can have a positive, though not always significant, effect on student learning including high-stakes tests. Second, professional development to develop teacher skill and confidence in using technology integration processes is an ongoing, slow process and should be targeted to the curriculum first and technology second. Finally, technology supported PBL supports many of the 21st Century Skills needs needed by students today and may be a logical integration strategy to use when encouraging teachers to use technology to support the curriculum. It was hoped that using these findings to conduct action research provided teachers and technology support personnel with a model and data which encouraged the integration of technology into the core curriculum and positively affect student achievement.
Methods
The purpose of this study was to find a technology integration process or pedagogical method that promotes student achievement and Information Technology Communications (ICT) skills and would be embraced by teachers. The study was conducted in a suburban elementary school located in a southeastern United States school district. The school had fifty-six classroom teachers and a total of approximately 100 staff members. Approximately eight hundred students were enrolled during the study. The student population was seventy-three percent minorities. Thirty-nine percent of the population received free or reduced lunch. The mobility rate was twenty-seven percent and the yearly attendance percentage was ninety-seven percent.
A mixed-method experimental design was use. A Quasi-experimental Pretest-Posttest Control Group Design was used to compare student content and ICT achievement. Surveys were used to gather attitudinal data from teachers about project-based learning and technology integration. Surveys were also used to gather student attitudes about project-based learning.
Hypotheses
- Student achievement on content area tests in classes using project-based learning will be equal to or greater than the achievement of students in classes using more traditional, didactic teaching methods.
- Student achievement on ICT skills assessment in classes using project-based learning will be greater than the achievement of students in classes using more traditional, didactic teaching methods.
- Teachers’ attitudes toward and comfort levels in using project based learning will become more positive such that they expect to continue using this method.
Participants
The participants in the study were forty-five fourth-grade students and two fourth grade teachers. One class was the control class and one class was the treatment class. Random selection of groups was not possible. The demographic breakdown for the control and treatment groups (see, Table 1) indicated similar backgrounds for both classes.
Table 1 Demographic Data for Groups |
Data Type |
Control Group |
Treatment Group |
Female |
9 |
10 |
Male |
15 |
11 |
African American |
19 |
15 |
Caucasian |
4 |
4 |
Hispanic |
1 |
1 |
Mixed |
0 |
1 |
Free/Reduced Lunch* |
9 |
10 |
*This service is provided in the United States to students from low income families and is tracked in relation to school performance. |
Table 2 illustrates the results of the pretests for the content goals and ICT skills being compared given to the control and treatment classes and scores from recent standardized ability and criterion referenced tests gathered to help define the control and treatment groups. The mean scores from the content pretest, standardized tests, and criterion referenced tests were all higher for the treatment class. This might indicate that the performance of the treatment group on the content posttest would be expected to be higher and would be a factor in figuring the affect of the technology-supported project on student outcome.
Table 2 Baseline Test Data |
Test |
Control Class |
Treatment Class |
CRCT Research Stand Mean Scaled Score |
316 |
334 |
CRCT Geography Stand Mean Scaled Score |
325 |
349 |
CRCT History Strand Mean Scaled Score |
323 |
347 |
ITBS Language Arts Total Mean NPR |
42 |
62 |
ITBS Social Studies Mean NPR |
56 |
70 |
Content Pretest Mean Percent |
33% |
42% |
In addition, a teacher-background survey (see Appendix C) was given to the teachers to compare their educational level, predominant teaching style, over all teaching experience, experience teaching fourth grade and experience using project-based learning. As show in the results of the survey (see Appendix A), neither teacher had experience using technology supported project-based learning, both teachers have Bachelor degrees, use similar teaching methods and have similar experience teaching fourth grade.
Procedures
During the summer of 2005, the participating teachers were introduced to project-based learning through a presentation prepared by the LSTC and a Local School Research Request Form (see Appendix D) was submitted and approved by the local school Principal. Random selection of the teachers for the control and treatment classes was not possible. A copy of the fourth-grade Curriculum Content Map for Language Arts and Social Studies and timeline for the 2005-2006 school year (see Appendix B) was used by the teachers of the treatment group and the LSTC to plan the project-based unit and the Age of Exploration Pretest-Posttest (see, Appendix E) to be used for the study. This test included items for the ICT skills to be used in the project.
At the beginning of the 2005-2006 school year, the parents and students were given a consent letter (see Appendix F) and the project was explained to parents on Curriculum Night. The teacher-created pretest (see Appendix E) was given to all participating fourth-grade students to determine a baseline of content knowledge since random selection of students was not possible. The teacher of the control class taught the selected content using whole group, teacher-directed methods. These included the use of worksheets, study guides, and videos.
The treatment class teacher assigned pairs of students to conduct research on an explorer. Explorer names were drawn from a basket for fairness of selection. During the first week of the project, the students made an initial visit to a computer lab. This session was conducted by the LSTC. During the session, the students were given an overview of the online research databases available and, as a group, practiced finding information about a same explorer while the LSTC and classroom teacher acted as facilitators. The students were given a worksheet listing the categories of the basic information they were to find about their explorer and suggestions for additional information they could include.The pairs of students used their worksheets on three additional visits to a lab to gather data and record their sources. During this time period, the classroom teacher used Language Arts lessons to review note taking skills.
The classroom teacher selected a PowerPoint slide show as the final product for the groups. The LSTC prepared a template as well as an electronic file of explorer images and conducted a practice session with the students on creating a PowerPoint slide show. The pairs of students then used their research notes and the provided template to create a PowerPoint slide show about their explorer. The slides of all the pairs were combined to create one class slide show.
The LSTC conducted observations of the control and treatment classes looking for implementation of PBL methods by the treatment teacher and the teaching methods actually used by the control teacher. At the conclusion of the unit, the two classes were given the same content and ICT posttest (see Appendix E). A Teacher Post-Project Survey (see Appendix G) and Student Post-Project Survey (see Appendix H) were given to the treatment class comparing the project-based learning experience to previous traditional classroom learning experiences.
Results
and Discussion
Table 3, below, indicated that the control group made a greater gain on the posttest than the treatment group even though the treatment group had higher mean scores on the third-grade CRCT research, geography, and history strands and higher mean NPR’s on the ITBS language arts and social studies strands. Neither of the groups’ scores increased to what is considered a passing percent on the school system grading scale. These results indicated that the students conducting technology-supported projects scored as well on the posttest as the students receiving instruction through worksheets, teacher lecture and videos. However, the fact that the treatment group’s posttest score was higher was not enough evidence to attribute the gain to the use of technology-supported project-based learning. Observations of the classes by the LSTC showed that the time allotted for work on the project was limited. The teacher and students of the treatment group did not consider the project an alternative assignment but an additional one. The students were not graded on the slideshow and the posttest grade was not included as part of their social studies grade. In addition to the students knowing this, both the teacher of the treatment group and the teacher of the control group offered incentives such as playing games or a longer recess for students to hurry through the pretest and posttest.
Table 3 Comparison of Content Area Pretest and Posttest |
Group |
Posttest Class Mean |
Pretest Class Mean |
% Gain |
Control |
42% |
33% |
9% |
Treatment |
44% |
42% |
2% |
Treatment Students |
Posttest % |
Pretest % |
% of Increase |
Control Students |
Posttest % |
Pretest % |
% Gain |
T1 |
70% |
57% |
13% |
C1 |
20% |
34% |
-14% |
T2 |
49% |
54% |
-5% |
C2 |
41% |
36% |
5% |
T3 |
49% |
43% |
6% |
C3 |
38% |
35% |
3% |
T4 |
49% |
48% |
1% |
C4 |
47% |
25% |
22% |
T5 |
54% |
61% |
-7% |
C5 |
53% |
31% |
22% |
T6 |
16% |
25% |
-9% |
C6 |
48% |
32% |
16% |
T7 |
55% |
63% |
-8% |
C7 |
53% |
16% |
37% |
T8 |
39% |
28% |
11% |
C8 |
34% |
33% |
1% |
T9 |
25% |
28% |
-3% |
C9 |
25% |
15% |
10% |
T10 |
43% |
46% |
-3% |
C10 |
54% |
52% |
2% |
T11 |
53% |
39% |
14% |
C11 |
54% |
43% |
11% |
T12 |
43% |
34% |
9% |
C12 |
41% |
23% |
18% |
T13 |
43% |
30% |
13% |
C13 |
41% |
35% |
6% |
T14 |
44% |
56% |
-12% |
C14 |
39% |
43% |
-4% |
T15 |
33% |
33% |
0% |
C15 |
39% |
34% |
5% |
T16 |
23% |
21% |
2% |
C16 |
45% |
37% |
8% |
T17 |
54% |
31% |
23% |
C17 |
40% |
30% |
10% |
T18 |
49% |
61% |
-12% |
C18 |
34% |
36% |
-2% |
T19 |
49% |
21% |
28% |
C19 |
39% |
25% |
14% |
T20 |
49% |
64% |
-15% |
C20 |
44% |
34% |
10% |
|
|
|
|
C21 |
44% |
46% |
-2% |
Class Mean |
44% |
42% |
2% |
|
42% |
33% |
9% |
According to Table 4 below the teacher using the technology-supported project observed a slight positive change in student attitude toward learning and their confidence in their ability to use technology to learn independently. The results of the survey also supported the observations of the LSTC and the results of the posttest by showing no change in the understanding of the social studies topics and the lack of time to implement the project.
Table 4 Results of Survey for Teacher Using Technology-Supported Project-based Learning |
Change |
Decrease |
Slight Decrease |
No Change |
Slight Increase |
Increase |
Understanding of Social Studies Topic |
|
|
X |
|
|
Time spent working effectively with other students |
|
X |
|
|
|
Positive attitude toward learning |
|
|
X |
|
|
Quality of work on project assignments |
|
|
X |
|
|
Involvement in classroom activities |
|
|
|
X |
|
Quality of Writing |
|
|
X |
|
|
Effective use of internet resources for research |
|
|
|
X |
|
Problem-solving skills related to completing project and working with others |
|
|
|
X |
|
A joy of learning with technology |
|
|
|
X |
|
Pride in school work |
|
|
|
X |
|
Confidence in ability to learn independently. |
|
|
|
X |
|
The biggest challenge in participating in the project was keeping the students focused during instruction of how to use the online resources and not enough time beforehand. Not enough time period to devote to the project. |
The use of technology and projects worked well together. The students were able to find the information they needed to complete the project requirements. |
The parts of project-based learning that worked best to enhance student learning was using the search mode, having the websites ahead of time for the students to access, having the students work in small cooperative groups to find answers together, the students pride increased knowing their finished product would be online for others to view. |
The part of project-based learning that were the hardest to execute was the time needed to complete the project. |
The change in student achievement and/or attitude was not significant enough to use project-based learning in the future. I did not have enough class-allotted time to make this project a success. |
The type of support I need to use technology supported projects on a regular basis in my classroom is time. |
The results of the survey of the treatment class (see Table 5) had several positive findings. The majority of the students were more confident about their ability to use online research and their ability to learn independently. The majority of the class liked using computers to learn although less than half expressed a desire to use computers more often. It was interesting to note that the majority of the students felt the amount of social studies skills learned was maintained or increased in contradiction to the results of the posttest and the teacher survey. The results of the study were inconclusive and can not support or disprove the affect of using technology-supported project-based learning as a viable technology integration process.
Table 5 Results of Treatment Class Student Survey |
Question |
Decreased |
Slightly Decreased |
Did Not Change |
Slightly Increased |
Increased |
The amount of social studies skills I learned compared to what I usually learn in class. |
3 |
3 |
8 |
4 |
4 |
The amount of computer skills I learned compared to what I usually learn in class. |
|
1 |
8 |
5 |
8 |
The amount of research skills I learned compared to what I usually learn in class |
2 |
3 |
9 |
4 |
1 |
The time I spent working with others |
3 |
3 |
9 |
1 |
4 |
My positive attitude toward learning |
1 |
1 |
6 |
7 |
1 |
The quality of my writing |
1 |
2 |
8 |
1 |
7 |
The amount of time I spent working on social studies assignments outside of class |
3 |
3 |
4 |
6 |
2 |
My ability and confidence using online resources for research |
1 |
2 |
8 |
5 |
4 |
My ability to work cooperatively with other students |
2 |
3 |
7 |
3 |
4 |
My ability to learn on my own |
|
|
7 |
3 |
9 |
My pride in my work |
1 |
3 |
3 |
1 |
8 |
|
|
|
|
|
|
Opinions |
|
|
|
|
|
I would rather not use computers and projects to learn in class. |
5 |
|
|
|
|
I like using computers and projects to learn in class. |
13 |
|
|
|
|
I would like to use computers and projects more often in class. |
10 |
|
|
|
|
Working on projects with other students helped me become better at solving group problems and sharing the work load. |
15 |
|
|
|
|
Conclusions
The results of the study could be used as a starting point for the change at this elementary school. The lack of time to properly implement the project was seen as a major impediment to the success of the project by the teacher and LSTC. The fear of the classroom teacher to truly use the project as an alternative to the traditional unit was a factor to overcome in future studies. The pretest and posttest were created with the input and help of the participating teachers. However, they did not like using class time for the pretest and were not satisfied with the length when it was completed. These facts suggested several recommendations for gathering reliable data about the relationship of technology integration processes and student achievement at this school. Future studies should be tied to the Local School Plan for Improvement (LSPI) and participating teachers’ goals for the systems Results-based Evaluation System (RBES). Both of these instruments are tied to student achievement. The duration of the implementation phase to achieve these goals could be continued for several school years. Tying the study to these instruments would help create a group vision of the purpose of the study ensuring the implementation of long term and varied models of staff development. It would also provide a better opportunity to adjust grade-level schedules providing larger blocks of time for implementation. Finally, it would provide teachers the reassurance they need to move away from the “book” and try alternate methods.
References
References Marked with an asterisk indicate studies included in the meta-analysis.
Barnett, H. (2003). Investing in technology: The payoff in student learning. 1-7.
Retrieved March 15, 2005 from http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/2a/3a/1a.pdf
Beglau, M. (2005). Q&a: Director of the eMINTS national center discusses philosophy behind
collaborative education program, Impact of project-based learning. T H E Journal, 32, 6. Retrieved March 18, 2005 fromhttp://www.thejournal.com/magazine/vault/articleprintversion.cfm?aid=5163
Bradford, M. (2005). Motivating students through project-based service learning. T H E Journal, 32, 6 29. Retrieved April 3, 2005, from the EBSCO Host Research database, Professional Development Collection database.
Byrom, E., Bingham, M. (2001). Factors influencing the effective use of technology for teaching and learning: Lessons learned from the seir-tec intensive site schools. 2nd edition. 1-24. Retrieved March 18, 2005 from the SEIR TEC Web site: http://www.seirtec.org/publications/lessons.pdf
*Cohen, J. (1977). Statistical power analysis for the behavioral sciences (revised edition). New York: Academic Press.
Educational Testing Service (2002). Digital transformation: A framework for ICT literacy, 1-43, Retrieved April 25, 2005 from the Educational Testing Service Web site:
http://www.ets.org/research/ictliteracy/ictreport.pdf
Funkhouser, C. (2002/2003). The effects of computer-augmented geometry instruction on student performance and attitudes. Journal of Research on Technology in Education , 35, 2 163-175. Retrieved April 25, 2005 from the Wilson Web database.
*Kulik, J. A. (1994). Meta analytic studies of findings on computer-based instruction. In Eva L. Baker & Harold F. O'Neil, Jr. (Eds.), Technology assessment in education and training (8-34). Hillsdale, NJ: Lawrence Erlbaum Associates.
*Kulik, J. A. (2002) School mathematiccs and science programs benefit form instructional technology, 1-5 (NSF03_301). Arlington, VA: Division of Science Resources Statistics, National Science Foundation.
*Kulik, J. A. (2003) Effects of using technology in elementary and secondary schools: What controlled
evaluation studies say. 1-71. Retrieved November 7, 2005 from the SRI International Web Site: http://www.sri.com/policy/csted/reports/sandt/it/Kulik_ITinK-12_Main_Report.pdf
Mann, D., Shakeshaft, C., Becker, J., Kottkamp, (1999). West virginia story: Achievement gains from a statewide comprehensive instructional technology program. Retrieved February 3, 2005 from the ERIC database site: http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/000000 0b/80/11/70/b0.pdf
NCREL & METIRI Group (2003). enGauge 21 st century skills: Literacy in the digital age, 1-55, Retrieved April 25,2005 from the North Central Regional Educational Laboratory Web Site: http://www.ncrel.org/engauge/skills/engauge21st.pdf
Partnership for 21 st Century Skills (2003). Learning for the 21 st century: A report and mile guide for 21st century skills, 1-33, Retrieved April 25, 2005 from the Partnership for 21 st Century Skills Web site: http://www.21stcenturyskills.org/images/stories/otherdocs/P21_Report.pdf.
*Slavin, R. E. (1990). On Making a Difference. Educational Researcher 19, 3, 30-34, 44.
Software & Information Industry Association. (2000). 2000 research report on the effectiveness of technology in schools. 7th Edition (pp. 11). Washington, DC: Bialo, Ellen R. &:.Sivin-Kachala, Jay. Retrieved March 18, 2005 from the Software and Information Industry Web site:
http://www.sunysuffolk.edu/Web/Central/InstTech/projects/iteffrpt.pdf
Solomon, G. (2003). Project based learning: A primer. Technology and Learning, 23, 6, 20-30. Retrieved March 18, 2005 from Wilson Web database
U. S. Department of Education. (2002) Technology in schools: Suggestions, tools, and guidelines for assessing technology in elementary and secondary education, (Report No. NCES 2003-313) Washington, DC: National Center for Education Statistics
Williams, J. (2003). Computers and project-based learning. Media & Methods, 40, 2, 18-20. Retrieved
March 18, 2005 from EBSCO Host Research database, Professional Development Collection.
Appendix A
Teacher Research Participation Background Survey Results |
Question |
Control |
Technology-Supported PBL |
Teaching Degree |
Bachelor |
Bachelor |
Years Teaching Experience |
1 |
7 |
Years Teaching Experience 4th Grade |
1 |
0 |
Small-group Student Centered Activities |
No |
No |
Small-group Teacher Directed Activities |
No |
No |
Large-Group Teacher Directed Activities |
Yes |
Yes |
Large-Group Student Centered Activities |
No |
No |
Used PBL |
No |
No |
Never Used PBL |
Yes |
Yes |
Use Technology Daily |
No |
No |
Use Technology Weekly |
No |
No |
Use Technology Bi-Weekly |
Yes |
Yes |
Use Technology Once/Grading Period |
No |
No |
Integrate with SuccessMaker (ILS) |
Yes |
Yes |
Integrate with Student Research |
No |
No |
Integrate with Student-Created Projects |
No |
No |
Very Uncomfortable Integrating Technology-Need Plan to follow and assistance implementing |
Yes |
No |
Somewhat Comfortable Integrating Technology-Need help developing plan but could implement independently |
No |
Yes |
Comfortable Integrating Technology-Can develop plan and implement independently |
No |
No |
|
Appendix B
2005-06 Grade _ 4th_ Subject_ Social Studies
Date & Unit Essential Question
|
Unit Key Questions |
Content |
Skills |
Assessment / Product |
Activities |
MAP SKILLS 8/08-8/26 3 weeks
What are the different types of maps and how do I use them?
What tools do we use to locate places on a map?
4SS_A1998-1,2,4,5,6
|
WEEK 1/1 8/08-12
How do we use cardinal and intermediate directions to locate places on a map?
How do we use grids to locate places on a map?
How do we use longitude and latitude to locate places on a map?
How do we use a distance scale?
What are the 7 continents and 4 oceans?
|
Compass rose/cardinal and intermediate directions.
Grids.
Longitude and latitude.
(Prime Meridian, equator,
north and south Pole)
Scale on a map
Seven continents and four oceans. (North and South America , Africa , Antarctica , Europe , Asia Australia ; Pacific Ocean Atlantic O., Indian O., Arctic O.) |
Identify and explain the compass rose.
Use grids to locate places.
Use longitude and latitude to locate places.
Identify the prime meridian, the equator, north and south pole.
Locate the seven continents and four oceans.
|
Label the compass rose.
Use a grid map to locate key points.
Use a US map and longitude and latitude to locate cities.
Using the world map, the students will identify five countries in each continent.
Continents and oceans: Using a world map and the list of continents and oceans, identify their location. AKS 1-9: Lesson 10
|
TEXTBOOK Our United States
Pages M4, M5 for map basics.
Label and decorate the compass rose. See JP notebook “Compass Rose”
Nystrom desk maps: Identify locations relative to other places. ex. What state is north of Georgia ?(JP’s notebook, “What Direction”)
Use a variety of grid maps for locations of places. (See JP’s notebook ‘City Search’.)
Scavenger hunt: use longitude & latitude with atlases.
Continent ‘cut outs’. Use to construct the world map. (AKS 1-9:lesson 10) Be careful of Antarctica .
Globe & world map: Use to compare and contrast the sizes and locations of continents and oceans.
|
WEEK 2/2
Aug. 15 - 19
How are map symbols, keys, and legends used to read a map?
How is the scale used to measure distance?
What conclusions and generalizations can be drawn from examining a map?
What are the natural physical features?
What is the difference between manmade and natural features
|
Map scale.
Legend. Key.
Map conclusions.
Map generalizations.
18 natural features/landforms (river, mouth of a river, delta, source of a river, tributary, bay, lake, coast, mountain, volcano, plateau, hill, plains, isthmus, strait, peninsula, archipelago, cape, glacier)
Cultural and natural features ( Mount Rushmore , Stone Mt. )
|
Using a map of Georgia , the students will use map tools, symbols, scales, keys, and legends to locate and understand places and distance.
Using the US map, the students will identify examples of the 15 key, natural geographical features.
|
Using maps students will answer questions using the map symbols, tools, legends, and scales
Match the names of the features with their definitions.
Match pictures of landforms with their labels.
Using a map, the student will locate 15 key natural features.
|
TEXTBOOK Our United States
Chapter Pages M2 – M23
Using atlas, examine the types of maps. Compare and contrast map symbols, keys, legends and their purpose, (physical, resources, population, political, product and climate) (See worksheet.)
Use maps and their scales to determine distances.
JP’s ntbk, “Using a Distance Scale”
JP’s notebook “Locating Places…..”
Draw original maps given a list of landforms.
Make cards and pictures of the natural features.
Create a landform dictionary.
Use magazines to find pictures of the natural features: mural.
TEXTBOOK Our US p. 20 cultural
Use US maps to identify the 18 natural features. |
WEEK 3/3
Aug. 22 - 25
What are the seven regions of the United States and where are they located?
What are the five types of maps?
Review for test.
I: FINAL MAP AND REGION TEST |
Seven regions in the US.: coastal plains, Appalachians , Interior Lowlands, Central Plains, Great Plains , Rocky Mts. Intermountain, Pacific West)
Maps for: political, economic, physical, climate, cultural, and native American tribes. |
Locate the seven regions using a US map.
Color in the regions and create a key.
With eyes closed, use a 3-D map to locate the mountains and flat regions.
|
Using a list of the seven regions and the US map, the student will identify where the regions are found.
Compare and contrast political, climate, economic, cultural, and physical maps.
Properly label the different types of maps.
I: FINAL MAP AND REGION TEST
|
TEXTBOOK Our United States
Chapter Pages 13 and map p. 17
Use a US map to color in the seven regions.
Draw a picture of each region.
Identify states found in that region.
Find related pictures and make a collage.
Share a variety of the types of maps and discuss.
|
Regions and Native Americans
August 29 – September 2
2 weeks
What are the different regions and ecosystems of North and Central America ?
How do these regions impact the Native Americans who live there?
4SS_A1998- 21, 22
|
WEEK 1/4
Aug. 29 – Sep. 2
How and why did people migrate across the Bering Strait and settle North America ?
How did the climate and environment affect the Plains Indians lifestyles?
How did the climate and environment affect the Eastern Woodland Indians lifestyles?
How did the climate and environment affect the Southwestern Indians lifestyles?
How did the climate and environment affect the Southeastern Indians lifestyles?
|
Migration of people across the Bering Strait
into North America (and Central and South America ).
Effects of climate and environment on the lives of Plains Indians.
(ex. Kansa tribe)
Effects of climate and environment on the lives of Eastern Woodland Indians.
( ex. Iroquois Indians)
Effects of climate and environment on the lives of Southwestern Indians. (ex. Pueblo Indians)
Effects of climate and environment on the lives of Southeastern Indians.
( ex. Seminole Indians)
|
Trace the migration of people across the Bering trait.
For all Native American groups: - Identify how climate and environments affect their life styles.
Write an essay: ’Why Are Indians’ Life Styles So Different?’ (topic sentence and details)
Create a Venn diagram to compare and contrast two groups of Indians.
|
Draw the migration route of people across the Bering Strait and across North America .
Match key information about the lifestyles to the different tribes.
Match the homes to the types of climate.
Using a blank chart and a list of facts; students enter the information.
Using the information chart, the students answer questions.
|
TEXTBOOK Our United States
pp. 28 – 33 Native Americans.
pp. 64, 65 map showing immigration further south
Use the large class map or overhead to trace migration route.
Use a North American map to trace the migration route,
Note: Aztec and Maya books are in the 4 th grade bookroom.
TEXTBOOK Our United States
p. 77(impact) pp. 83-85 Plains Indians
pp. 30, 32 – 33 Pueblo/Hopi Indians
p. 54 Iroquois
See index for other tribes.
Cross word puzzle.(p.32)
Make booklets of the Native Americans’ homes.
Set out a year long time line.
Make an information chart of the different Indian tribes and their lifestyles as related to the climate and environment. (See worksheet.)
Uses of a buffalo hide. ( See information sheet.)
Draw the types of homes of the different Indians. (Worksheet adobe home)
Use a U.S. map to locate one tribe for each of the five regions.
Use the atlas to identify the climate and compare it to the map of the tribes and their homes.
|
WEEK 2/5
Sep. 5 - 9
How did the climate and environment affect the Pacific Northwestern Indians lifestyles?
Who were the Creek and Cherokee Indians of Georgia and North Carolina ?
Review packet.
II: FINAL NATIVE AMERICAN TEST
|
Cultural map of the tribes.
Effects of climate and environment on the lives of Pacific Northwest Indians.
Indians of Georgia and N.C. and relations with the settlers.
Cherokees and Creek: life styles after the white man arrived.
|
Explain how the climate and environment affected the lifestyle of the Pacific Northwest Indians.
Discuss the effects of the white man’s lifestyle of the Creek and Cherokee Indians.
|
Match key facts about the Cherokee and Creek Indian lives to the white man’s lifestyles.
TEXTBOOK Our United States
Test p. 42 student
TE 42-43 Blue assessment book test
Paper and pencil test using the content and skills.
II: FINAL NATIVE AMERICAN TEST
|
Chart of the tribe’s locations.
Go to Jennifer Parson’s book of activities for Georgia map,
“Boundaries of Georgia ”
TEXTBOOK Our United States pp. 224, 225 Cherokee
Folktale: ‘Coyote and the Moon’
See the 4 th grade bookroom for a video on North American Indians.
Leveled readers in classroom set: Folktale on the moon.
|
Purposes of Exploration & Geographical effects September 12 - 23
2 weeks
How was the New World discovered and explored?
4SS_A1998-21, 23
|
WEEK 1/6
Sep. 12 - 16
Why was the exploration of Marco Polo so important?
Who were the Vikings?
What reasons did French, Spanish, English, and Portuguese have for exploring the New World ?
What areas were explored?
What were the obstacles?
What were the accomplishments?
|
Exploration of Marco Polo: area explored, reasons he went, results of exploration.
Vikings discoveries?
Reasons for explorations of French, Spanish, and Portuguese. (gold, spices, furs, curiosity, fame, spread Christianity, land claims)
Areas explored in North, Central, and South America(Atlantic Coast , Gulf coast}
Obstacles to exploration.
Accomplishments of exploration.
|
Read a map for information.
Make a chart or mind map to show reasons for explorations.
Color a map to show areas explored.
|
TEXTBOOK Our United States p. 68 Student test p. 68, 69 TE See blue assessment book test.
Matching test of explorers and related facts.
Locating countries on a map of Europe . (Ones explorers came from.) [Done.]
Test on reasons why explorers came to the New World.{Done.]
|
Marco Polo: use Our United States teacher resource book: page 28 Student book pp. 50 - 63
Viking coloring ship.
Use the explorer packets (the easy reading sides) and apply each of the key questions to each of the four key explorers. Use charts and maps to record the answers.
Use a card game to practice the facts. (Blurt)
Make trading cards of explorers.
Game: What’s My Line?
Given descriptors, the students guess the explorer or ‘someone who worked for him’.
Videos. ‘’Christopher Columbus’
‘Vikings’
Columbus info/fill-in worksheet.
VOCABULARY: Our United States teacher resource book p. 3
|
4SS_B1998-12 (time lines)
|
WEEK 2/7
Sept. 19 -23
Who were the key explorers?
What is the difference between a primary and secondary source?
What were the key groups of explorers?
What difficulties did the explorers encounter?
Why were these explorations important?
How did geography effect exploration?
What were the effects and impact of the exploration on Native Americans?
What were the effects of Spanish exploration in Georgia ?
Review packet.
|
Marco Polo, Vikings, Leif Erickson, Christopher Columbus, Prince Henry the Navigator, Magellan.
Groups of explorers from Spain , France , and England .
Difficulties of exploring.
Importance of exploration in the New World : new foods, land for Kings, wealth, colonies, spread of Christianity, spices, quicker routes West.
Geographical effects in establishing routes to India ,
Effects and impact of exploration on Native Americans.
Effects of Spanish exploration on Georgia .
|
Research different explorers AKS Book Weeks 1-9: Lesson 32, 33
Introduce primary and secondary sources.
Identify from the textbook reading the difficulties, geographic problems, importance of discoveries, and impacts on Native Americans.
Apply research methods for explorers.
Write an interview.
Analyze explorer’s travel routes on maps.
Identify effects and impact on Native Americans.
|
TEXTBOOK Content/skills test in TE blue assessment book and student book. Matching test on key explorers and groups with their accomplishments, difficulties, and impact on Native Americans.
Write about 3 facts of the student’s choosing (from research).
Exploration Unit Test: AKS 1-9: Lesson 32
Cloze test on impact of explorers on Native Americans.
III: FINAL EXPLORER TEST |
TEXTBOOK Our United States
Page 53- map of all explorers.
Marco Polo : 51
Columbus : 56-57
Henry the N. : . 52 -53
America ’ s Story
Spanish p. 15-17
English 25-27 French 31- 34
Discuss the exploration time line from Jennifer Parson’s notebook. (Column format)
Map showing claims of groups in North America .
Book collection in 4 th grade book room: Pedro’s Journal
[Excerpt in text 58, 59.]
AKS Book 1-9: Lesson 23
Geography effects exploration
See List of Explorers and Fact sheets in AKS Book 1-9: Lesson 32. Research the explorers.
Article: Who was first?
Article: C. Columbus
Create an interview with an explorer. AKS 1-9: Lesson 34
“Who’s Who in Exploration’ fill-in chart AKS 1-9: Lesson 34
Mind maps of information. |
Appendix C
Teacher Research Participant Background Survey
Circle the group to which you belong: Control Treatment
Highest Level of Certification : ______________________________________________
Years Teaching: ________________________________________________________
Years Teaching 4 th Grade: ________________________________________________
Predominant Teaching Method Used: (Circle One)
Small-group Student Centered Large-group Teacher Directed
Small-group Teacher Directed Large-group Student Centered
Have you ever incorporated Project –based learning into your classroom? _________
I integrate technology into my lessons:
Daily Weekly Bi-Weekly Once each grading period
Based on the frequency you integrate technology, what method of integration do you use most often? (Circle One)
SuccessMaker Student Research Student Created Projects
Circle one option that best describes your comfort level at integrating technology into the content areas.
Very Uncomfortable-Need plan to follow and assistance implementing
Somewhat Comfortable-Need help developing plan but could implement it independently
Comfortable-Can develop plan and implement it independently
|
|
Appendix D
LOCAL SCHOOL RESEARCH REQUEST FORM |
|
Name of School: Shiloh Elementary
Name of Researcher: Melanie Argiro
Position or Grade: Local School Technology Coordinator
A. Research Project
a. Title : Can Elementary Teachers Used Project-Based learning to Promote 21 st Century Skills and Student Achievement?
b. Statement of Problem and research question: The need was to find a pedagogical method that promotes student achievement and Information Technology Communications (ICT) skills. A quasi-experimental research design was used to study three sub problems:
- Will student achievement on content area tests in classes using project-based learning be equal to or greater than the achievement of students in classes using more traditional, didactic teaching methods?
- Will student achievement on ICT skills in classes using project-based learning be equal to or greater than the achievement of students in classes using more traditional, didactic teaching methods?
- Will teachers attitudes toward and comfort levels using project based learning change so they will continue using this method?
Subjects or population for the study : Six fourth-grade classes
Reason for doing this research: X Graduate Study at UGA University/College X Publication/Presentation ______ Other (please specify)
e. Dates research will be conducted: August 8, 2005 to Oct. 7, 2005
B. All research and researchers must a) Protect the rights and welfare of all human subjects, b) Inform student and/or parents that they have the right not to participate in the study, c) Adhere to board policies and applicable laws which govern the privacy and confidentiality of student’s records.
C. This request applies to research conducted within and by local school personnel. All other research requests must be submitted to the Research Office according to the GCPS Research Proposal Format.
D. Principals ONLY need to approve Local School Research Requests. The copy sent to the Research Office for filing purposes only. No further approval is necessary.
E. After approval by the principal, please forward a copy of this completed form to:
Via Courier:
Research Office
|
Via US Mail :
Research and Accountability
|
Via Fax:
|
Principal’s Signature Date of Approval
|
Appendix E
Age of Explorers Pre/Post-Test
Match the following
1. ___The study of the Earth and how people use it. |
A. Bering Straight |
2. ___Travel to or through an unknown place for discovery.
|
B. Jacque Cartier |
3. ___You can learn the meaning of a symbol on a map by checking the __________.
|
C. Christopher Columbus |
4. ___Started a school in Portugal to teach navigation. |
D. Vasco Da Gama |
5. ___This French explorer explored and mapped the shores of the St. Lawrence River and claimed land for the King of France .
|
E. Bartolomeu Diaz |
6. ___The Portuguese explorer who sailed west around the tip of Africa .
|
F. Equator |
7. ___The Portuguese explorer who found the first all water route to Asia .
|
G. Exploration |
8. ___The explorer who first thought people could sail west instead of east to reach Asia .
|
H. Geography |
9. ___This explorer sailed for Spain and was the first to sail around the world.
|
I. Prince Henry |
10. ___ Lines on a map that run east to west but measure distances north and south.
|
J. Key |
| 11. ___ is the name of 0 ° line of latitude. |
K. Latitude |
12. ___ is the name of the 0 ° line of longitude. |
L. Ferdinand Magellan |
13. ___ is used to measure distance on a map. |
M. Map Scale |
14. ___ The explorer who traveled west and inspired future explorers with the writings of his adventures.
|
N. Marco Polo |
15. __ The land bridge used by the first people to migrate from Asia to North America is now covered by this body of water.
|
O. Prime Meridian |
16. Two physical features on the maps of Europeans during the 1400’s and 1500’s that created problems for their explorers were that the world was ___________and there were only ______ continents.
17. Which physical features favored the exploration of North America ?
A. Many systems of rivers and lakes
B. Rich and fertile soil
C. Temperate climate
D. Variety of natural resources
18. Draw and label a compass rose using cardinal and intermediate directions.
Use the map above to find the correct letter of the continent or ocean listed below:
19. Africa ___
20. Antarctica ___
21. Arctic Ocean ___
22. Asia ___
23. Atlantic Ocean ___
24. Australia ___
25. Europe___
26. Indian Ocean ___
27. North America ___
28. Pacific Ocean ___
29. South America ___
30. Pick the two reasons from the list below that European Kings, merchants, and bankers gave money and ships to the explorers are:
1. They needed to find waters rich in all types of fish.
2. They needed to find lands rich in all types of fur.
3. They needed to find a new, easier and more direct route to Asia .
4. They needed more gold and silver to use in trading.
5. They wanted to convert the Native Americans to their religion.
A. 1 and 4 B. 1 and 5 C. 2 and 3 D. 3 and 5
31. Pick the two things from the list below that describe the countries who sent explorers during the Age of Exploration.
1. They all had large ports on the Mediterranean Sea .
2. They were the poorest countries in Europe
3. They had mastered the science of navigation and used compasses, caravels and astrolabes.
4. They were searching for new markets for their products.
5. Their kings had to find new routes to Asia after the Turks conquered the trade route.
A. 1 and 4 B. 2 and 3 C. 1 and 5 D. 3 and 5
32. Which of the following best explains why the Native Americans where Columbus landed were nearly all dead 50 years after his arrival?
A. Enslavement and disease
B. War between the Native Americans and Cortez
C. Mass hangings
D. Malaria and Yellow fever
Place the following features in the appropriate column:
Carved figures on Mt. Rushmore Panama Canal Mississippi River Hoover Dam Rocky Mountains Road School Salt Lake Lake Lanier
Natural |
Man Made |
33. |
|
34. |
|
35. |
|
36 |
|
37. |
|
Use the map on page M22 of your text book to correctly match the terms below to the land form on the map.
42. ___ Bay
43. ___ Coast
44. ___ Delta
45. ___ Glacier
46. ___ Island
47. ___ Mountain range
48. ___ Mouth of a river
49. ___ 0cean
50. ___ Peninsula
51. ___ Plain
52. ___ Plateau
53. ___ Source of a river
54. ___ Straight
55. ___ Tributary
56. ___ Volcano
Use the map above to select the letter of the physical region that matches the name describing it.
57. ___ Coastal Plain
58. ___ Intermountain West
59. ___ Interior Lowlands
60. ___ Rocky Mountains
61. ___ Pacific West
62. ___ Appalachian Highlands
63. ___ Great Plains
Look at the map above. Using cardinal and intermediate directions, describe the relative location of
Tennessee (TN) in relation to its neighboring states.
64. North Carolina (NC) is ______________________of Tennessee .
65. Virginia (VA) is ____________________________of Tennessee .
66. Kentucky (KY) is __________________________of Tennessee .
67. Missouri MO) is __________________________of Tennessee .
68. Arkansas (AR) is ______________________________of Tennessee .
69. Mississippi (MS) and Alabama (AL) are _______________________of Tennessee .
70. Georgia (GA) and South Carolina (SC) are _______________________of Tennessee .
Use the lines of latitude and longitude above to give the location of the following cities:
71. New Orleans is located about:
A. 30 ° N and 90 ° W B. 30 ° N and 90 ° W C. 35 ° N and 85 ° W D. 45 ° N and 70 ° W
72. Atlanta is located about:
A. 35 ° N and 80 ° W B. 30 ° N and 85 ° W C. 35 ° N and 85 ° W D. 30 ° N and 80 ° W
73. What city is located about 40 ° N and 105 ° W? _________________
74. What city is located about 40 ° N and 75 ° W? __________________
75. Measure the distance in miles from San Francisco to Seattle . ______________
76. Is it farther from St Louis to Denver or Denver to San Francisco ? ____________
Use the maps on page10 of your Social Studies book to answer the following questions.
77. Pick the phrase below that best describes what the map shows.
A. average July temperatures in the United States .
B. average January temperatures in the United States
C. land use in the United States
D. physical regions of the United States
78. Which best describes average January temperatures in Kansas (KS)?
A. 0 ° to 10 ° F throughout the state
B. about 10 ° F colder to the north than the south
C. 30 ° to 40 ° F throughout the state
D. about 10 ° F warmer to the east than to the west
79. What is used on the map to indicate the coldest average temperatures?
A. purple B. light blue C. yellow D. red
Use the Maps on pages 5 and 10 of your Social Studies book to answer the following questions.
80. How could these maps be useful to someone planning to grow crops or raise cattle?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
81. How could you use these maps to explain why people of different regions developed different athletic hobbies?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
82. How could you use these maps to explain why the Indians of the Pacific Northwest developed their communities in a different way from the Plains Indians?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
83. To find the call number for a book in the media center you should use
A. a dictionary of an encyclopedia B. an atlas C. an electric or card catalog D. all of the above
84. A fact is
A. information that can be proven to be true
B. someone’s beliefs about a subject.
C. a question on a test.
85. When planning your project or research it you should
A. think about the types of sources (books, magazines, internet sites) or materials to use
B. know how many sources you need
C. decide which keywords to use
D. all of the above
86. An encyclopedia can be used for
A. basic information about a topic
B. finding the meaning of a word
C. finding a map
87. If you wanted to find information about Christopher Columbus, which of the following sources would you use?
A. dictionary B. newspaper C. encyclopedia D. almanac
88. When planning a project or doing research, you should
A. understand your assignment
B. decide what you already know and what you still need to find out.
C. have an idea of what the final assignment or project should look like.
D. all of the above.
89. When selecting information to use from a Web site for a project, the best question to ask yourself is
A. Who is the author and is the information correct and up to date?
B. Can I order products from this site?
D. Are the pictures or graphs colorful enough?
90. When you use information from a Web site for a project you should
A. give credit to the author of the material by writing the title, author and place you found the material in a list.
B. pay the author to use the information
C. just say you wrote it
91. Which of the following links would give you the best possible information for the topic Bengal Tiger, if they were the results of a search engine inquiry on the internet?
A. Woods, Tiger B. Detroit Tigers C. Tigers, animals D. Tiger sharks
92. Suppose you are a volunteer at a local museum. You have been asked to create a display about the Native Americans in your state. Which source would you use to find the information?
A. internet B. newspaper C. encyclopedia D. almanac
Use the two pages above to answer the questions.
93. Who is the author of this book? _________________________________
94. Who took the photographs for this book? __________________________
95. When was Maps & Globes published? ____________________________
96. Where was this book published? _______________________________
97. Plagiarism is
A. quoting a source without giving proper credit
B. quoting a source and giving proper credit
C. writing another person’s ideas in your own words
99. A computer program that gives a list of Web sites when you insert a keyword is:
A. a dictionary
B. an atlas
C. a search engine
100. You are looking in book for information about Ponce de Leon in a book about explorers. You do not have time or need to read about all of the explorers the book tells about. What part of the book can you use to find just the pages about Ponce de Leon?
A. title page
B. table of contents
C. index
D. glossary
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Appendix F
Parental Permission Form
I agree to allow my child, _________________________________________________, to take part in a research study titled, “Can Elementary Teachers Use Project-Based learning to Promote 21 st Century Skills and student achievement?”. The study is being conducted by Mrs. Melanie Argiro under the direction of Dr. Michael A. Orey (706- 542-4028) from the Department of Instructional Technology, University of Georgia (770-736-4321). I do not have to allow the data from my child’s tests or questionnaire to be used in this study if I do not want to. I can decide to disallow the use of my child’s data in the study at any time without giving reason and without penalty to my child. I can ask to have the information related to my child returned to me, removed form the research, or destroyed.
The purpose of the study is to compare the achievement of students in classes that use two different teaching methods. Your child will be in a class using a project to teach social studies, language arts and technology objectives from August 8, 2005 to October 8, 2005 . All fourth grade students will take two tests in August. One on the social studies, language arts objectives and the other on the technology objectives to learn what they already know. In October, they will be given the same tests to learn how much they have learned. In addition, they will be given a questionnaire in October to learn how they felt about the project and their learning. These are not additional tests. These are the tests they would normally take for these subjects.
- This research is not expected to cause any harm or discomfort. My child can decide that their scores can to be used at any time. My child’s grades will not be affected if they decide not to allow the use of their scores.
- Any information collected about my child will be held confidential unless otherwise required by law. My child’s identity will be coded, and all data will be kept in a secure location.
- The researcher will answer any questions about the research, now or during the course of the project, and can be reached by telephone at: (770-736-2059) or by email at. I may also contact the professor supervising the research, Dr. Michael A. Orey, Instructional Technology Department, at (706- 542-4028).
I understand the study procedures described above. My questions have been answered to my satisfaction, and I agree to allow my child’s data to be used in this study. I have been given a copy of the form to keep.
_____ I DO give permission to you to reproduce materials that my child may produce as part of classroom activities. No last names will appear on any materials submitted by the teacher.
_____ I DO NOT give permission to reproduce materials that my child may produce as part of classroom activities.
________________________________ _________________________
Parent Signature Date
Melanie Argiro
770-736-2059
Additional questions or problems regarding your child’s rights as a research participant should be addressed to Chris A. Joseph, Ph.D. Human Subjects Office, University of Georgia, 612 Boyd Graduate Studies Research Center, Athens, Georgia 30602-7411; Telephone (706) 542-3199;E-Mail Address IRB@uga.edu
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Appendix G
Teacher Post-Project Survey
Changes that may be related to participating in the project-based learning unit. |
Decrease |
Slight Decrease |
No Change |
Slight Increase |
Increase
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Understanding of social studies topic.
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Time spent working effectively with other students.
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Positive attitude toward learning
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Quality of work on project assignments
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Involvement in classroom activities
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Quality of writing
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Effective use of internet resources for research
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Problem-solving skills related to completing project or working with others
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A joy of learning with technology
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Pride in school work.
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Confidence in ability to learn independently
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Please give specific examples when possible.
What has challenged you the most in participating in this project?
Do you feel the use of technology and projects have worked well together? Why or why not?
Which parts of project-based learning worked the best to enhance student learning?
Which parts of project-based learning were the hardest to execute?
Was the change in student achievement and/or student attitude significant enough to use project-based learning in the future? Why or why not?
What type of support do you need to use technology supported projects on a regular basis in your classroom? |
Appendix H
Student Post-Project Survey
Please mark one choice for each row.
while working on the project-based learning unit: |
Decreased |
Slightly Decreased |
Did Not Change |
Slightly Increased |
Increased |
The amount of social studies skill I learned compared to what I usually learn in class |
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The amount of computer skills I learned compared to what I usually learn in class |
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The amount of research skills I learned compared to what I usually learn in class |
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The time I spent working with other students |
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My positive attitude toward learning |
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The quality of my writing |
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The amount of time I spent working on social studies assignments outside of class |
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My ability and confidence using the online resources for research. |
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My ability to work cooperatively with other students |
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My ability to learn something on my own |
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My pride in my work |
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Please mark any of the statements below that are true about you. ( Be careful, you may mark more than one)
- I would rather not use the computers and projects to learn in class.
- I like using computers and projects to learn in class.
- I would like to us computers and projects more often in class.
- Working on projects with other students helped me become better at solving group problems and sharing the work load.
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