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ERIC Number: ED531350
Record Type: Non-Journal
Publication Date: 2012-May
Pages: 79
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: N/A
Incorporating Technology Into the Instruction of Social Studies
Goodin, Laura M.
Online Submission, Master of Arts Action Research Project, Saint Xavier University
In this action research project report, the teacher researcher focused on the problem of lack of achievement of students in middle school social studies classes. The purpose of the project was to increase motivation and engagement of students by incorporating the use of technology; thereby, increasing achievement. A total of 105 sixth-grade students participated in the study, which took place September 6th through December 16, 2011. The teacher researcher documented low achievement in social studies by using a technology checklist, a social studies attitudinal survey, and behavior checklists. From the tools, the teacher researcher determined that students had a 25% greater rate of recreational technology usage versus school usage. Additionally, the teacher researcher discerned that 59% of students had social studies instruction one to three times a week, on average, as fifth graders, thus signaling limited exposure to social studies curriculum. By using the behavior checklists, the teacher researcher observed that students exhibited poor attention/concentration when traditional methods of instruction were employed. The teacher researcher chose to use technology as a solution strategy for increasing achievement in social studies. The following technologies were used during the intervention: SMARTboard, WebQuest, PowerPoint, and SMART Response Interactive Student Response System or clickers. A SMARTboard is an interactive projection display device that students interfaced with to experience a variety of activities. A WebQuest was an inquiry-oriented activity where students got the majority of their resources online and PowerPoint software allowed them to present information in a visually engaging manner. Finally, clickers were an interactive way for students to respond to questions, whereby results were tallied and immediate feedback given. Counterproductive behaviors that were evident with traditional pedagogy appeared to diminish when technology methods were being used. Disruptive behaviors decreased by nearly 45%. The teacher researcher was professionally satisfied that all of her students had now been exposed to the four technology methods of the project. As a result, the teacher researcher concluded that technology markedly increased motivation and engagement of students. Three appendixes present: (1) Technology Survey; (2) Student Attitudinal Survey Regarding Social Studies; and (3) Behavior Checklist. (Contains 6 tables and 18 figures.)
Publication Type: Dissertations/Theses; Tests/Questionnaires
Education Level: Elementary Secondary Education; Grade 6; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois