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USING TECHNOLOGY IN A FIFTH GRADE SOCIAL STUDIES CLASSROOM
Except where reference is made to the work of others, the work described in this thesis is my own or was done in collaboration with my Thesis Chair. This thesis does not include proprietary or classified information.
Kimberly Caren Peterson
Certificate of Approval:
______
Donald R. Livingston, Ed.D. Sharon M. Livingston, Ph.D.
Thesis Co-Chair Thesis Co-Chair
Education Department Education Department
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM
A thesis submitted
by
Kimberly Caren Peterson
to
LaGrange College
in partial fulfillment of
the requirement for the
degree of
MASTER OF EDUCATION
in
Curriculum and Instruction
Lagrange, Georgia
May 12, 2011
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Abstract
This action research study examined how the integration of technology into the social studies curriculum affects student achievement. The study compared two groups of fifth grade students, the treatment group was taught using an instructional plan that incorporated technology, and the control group was instructed by a plan that did not incorporate technology. Both qualitative and quantitative data were collected through the use of rubrics, pre and post tests, reflective journals, and student-teacher focus groups. The quantitative data collected from the pre-post tests was calculated using a dependent t-test and an independent t-test. The results showed that students have a higher motivation level when technology is integrated into the social studies curriculum.
Table of Contents
Abstract……………………….……………………………………………………….….iii
Table of Contents……………………….…………………………………………..…….iv
List of Tables..………………………………………………………………………...…..v
Chapter One: Introduction….……………………………………………………………..1
Statement of the Problem…………………………………………………….……1
Significance of the Problem……………………………………………………….2
Theoretical and Conceptual Frameworks..………………………………………..2
Focus Questions…………………………………………………………………...4
Overview of Methodology………………………………………………………...4
Human as Researcher……………………………………………………………...5
Chapter Two: Review of the Literature…………………………………………………...6 What does a 21st Century Classroom Look Like?……………….………………..6
Technology Integration and Student Outcomes…………….…………………..10
Teachers’ Attitudes……………………………………………….……………..13
Chapter Three: Methodology…………………………………………………………….17
Research Design………………………………………………………………….17
Setting……………………………………………………………………………17
Subjects and Participants……………………………………………….………..18
Procedures and Data Collection Methods………………………………………..18
Validity, Reliability, Dependability, and Bias..…………………………...…….22
Analysis of Data………………………………………………………………….24
Chapter Four: Results……………………………………………………………………26
Chapter Five: Analysis and Discussion of Results………………………………………39
Analysis………………………………………………………………………….39
Discussion………………………………………………………………………..43
Implications………………………………………………………………………45
Impact on Student Learning……………………………………………………...47
Recommendations for Future Research………………………………………….48
References………………………………………………………………………………..50
Appendixes………………………………………………………………………………52
List of Tables
Tables
Table 3.1 Data Shell………………………………………………………………19
Table 4.1 Dependent t- Test No Treatment...……………………………………..29
Table 4.2 Dependent t- Test Treatment…...………………………………………30
Table 4.3 Independent t- Test Pre-Test…...………………………………………31
Table 4.4 Independent t- Test Post-Test…………………………………………32
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 56
CHAPTER ONE: INTRODUCTION
Statement of the Problem
There is no denying the fact that elementary school teachers live in a world where it is all about math and reading. The pressure from standardized testing and student achievement in math and reading has caused other areas, particularly social studies, to take a back seat. The problem with placing the majority of time and emphasis on math and reading is that students are still being tested in social studies, and teachers are still expected to find the time to teach the social studies curriculum. According to Rabb, a professor of history at Princeton University and a founder and board member of the National Council for History Education, as cited in Manzo’s 2005 article, Social Studies Loosing Out to Reading, Math, “The unintended consequence of No Child Left Behind has been to put history into an even more marginal position” (p. 7). Rabb goes on to say, “It is clear that, with some notable exceptions nationwide, the amount of class time given to history, especially in the first through eighth grades, has been shrinking almost by the month” (as cited in Manzo, 2005, p.17). Elementary school teachers also face the sometimes daunting task of teaching a subject that they have received very little preparation and knowledge in teaching. Oftentimes, teachers in elementary school do not have enough background knowledge on the topics they are teaching, or they do not know what instructional methods are the most effective in teaching social studies. Teachers also face the challenge of motivating students to become interested in topics from the past that are oftentimes irrelevant and insignificant to students who have grown up in a fast paced world where technology is constantly at their fingertips. So, the big question becomes, with little time and resources available, how do we effectively teach elementary school aged children the social studies curriculum, and prepare them for standardized tests and middle and high school social studies courses.
Significance of the Problem
By cutting the time allotted to the teaching of social studies, several issues occur. First, if teachers are no longer being given the proper amount of time to teach social studies in the lower grades, then students are not going to be prepared with the proper amount of background knowledge needed for middle and high school social studies courses. Secondly, by not instilling the basics of geography, citizenship, and the history of the U.S., students are not being prepared to become proactive and knowledgeable citizens of this country. Thirdly, as teachers, we are not relating information from the past to the 21st century learner, and therefore leaving our students with the idea that history is boring and unimportant to their lives. Throughout this study, I hope to discover effective strategies for integrating technology into the social studies curriculum, how student achievement is affected by the integration of technology, and what are teacher’s and student’s perspectives on the effectiveness of incorporating technology into the social studies classroom.
Theoretical and Conceptual Frameworks
This thesis is based upon the constructivist theory of education. Constructivists believe that the most effective learning takes place in a classroom where there is, “inquiry teaching methods and students creating concepts built on existing knowledge that are relevant and meaningful” (Powell & Kalina, 2009, p. 241). The constructivist view of building upon prior knowledge is relevant to this study because if students are not given the basic building blocks of social studies in the early years, then they will be ill-equipped for upper-level courses in middle and high school. The foundation must be laid in the early years in order for students to fully understand their responsibilities and civic duties as U.S. citizens.
This thesis also aims to determine the effectiveness of integrating technology into social studies education. The idea of integrating different subjects is closely related to the first tenet of the LaGrange College of Education’s (2008) Conceptual Framework, which is Enthusiastic Engagement in Learning. Under Tenet One, the Knowledge of Curriculum (cluster 1.2), it clearly states that the students of the education department at LaGrange College be able to “relate content areas to other subject areas and see connections in everyday life to make subject matter meaningful.” It is also noted that candidates be able to construct instructional plans that incorporate state, national, and professional standards. It is important to point this out because this thesis seeks to connect social studies and technology in a meaningful way, while also sticking to the standards. (LaGrange Department of Education, 2008, p. 4)
On the national level, Proposition 1: Teachers are Committed to Students and their Learning and Proposition 2: Teachers know the Subjects they Teach and How to Teach Those Subjects, closely relate to this thesis. Proposition one of the NBPTS is important because before a teacher can begin to create lessons that integrate different subjects they must understand that all students come from different backgrounds and learn differently, so activities that meet the needs of all students need to be implemented. Proposition 2 is important because if a teacher does not understand the subject that they are teaching, then how can they relate the subject, much less integrate two subjects effectively in the classroom. The state of Georgia’s Frameworks of Teaching are also important to mention, specifically Domain 1: Content and Curriculum, which is very similar to Proposition 2 of the national standards. Domain 1 of the Georgia Frameworks basically reemphasizes the point that teachers have “a strong knowledge of content areas appropriate for their certification levels.”
Focus Questions
There are many different opinions on the importance of social studies education in elementary school, as well as different views on the best instructional practices to the teaching of social studies in the early years. This study explores the most effective ways of teaching and integrating technology into a fifth grade social studies classroom, how the integration of technology into the social studies classroom effects student achievement, and teacher and student attitudes towards the integration of technology into the social studies curriculum. This study was designed and led by several key questions.
1. What strategies are the most effective for integrating technology into social studies education?
2. How does incorporating technology into the social studies curriculum affect student learning?
3. What are the opinions and attitudes of students, teachers, and administrators towards the integration of technology into the social studies curriculum?
Overview of Methodology
This study was designed to explore what happens to student achievement and motivation when technology becomes the forefront in a social studies classroom. Participants in the study included students, teachers, and administrators from one Title I elementary school in Newnan, Georgia. Both quantitative and qualitative data were collected for the study. Quantitative data was collected through pre and post-test assessments aligned with the 5th grade Georgia Performance Standards for social studies. Qualitative data was collected using a two week instructional plan reviewed by a veteran colleague, focus groups discussions with 5th grade students, and teachers from a variety of different grade levels, and reflective journaling.
Human as the Researcher
At the time of this study, I was a second year, 5th grade social studies and language arts teacher at a Title 1 elementary school. My teaching experience in the classroom has been short, but full of discovery, and the realization that there is always something new to learn as a person and a teacher. This is why it was easy for me to see an area of weakness in my classroom and begin a journey on how to improve this weakness. The motivating factor behind completing this study came after finishing my first year of teaching, when I quickly realized I teach a population of students who eat, sleep, and breathe technology. The students in my classroom last year, and this year are dominated by a world of cell phones, text messaging, facebook, video games, and ipods. Oftentimes I have found it difficult to capture my children’s minds and get them enthusiastic about learning, particularly in the area of history. Social studies is already a difficult subject to teach at my school because of the time restraints placed on teaching time, and then when you throw in the fact that the majority of 5th grade students are uninterested in learning about topics from the past, it becomes even more difficult. That being said, I chose to complete this study to discover if incorporating technology into the social studies curriculum would have a positive effect in motivating 5th grade students in the area of social studies education
CHAPTER TWO: REVIEW OF THE LITERATURE
With a growing emphasis being placed on the importance of integrating technology into the classrooms, many teachers are struggling to find the best integration techniques, the proper materials, and the time to learn how to use new materials. As teachers, we are now expected to turn our classrooms into a center where the 21st century learner can grow. This literature review will provide a description of effective strategies for integrating technology into the social studies curriculum, how incorporating technology into the classroom effects student learning, and what are the teachers and students attitudes towards the use of technology in a social studies classroom.
What does a 21st century social studies classroom look like?
When you begin to think about incorporating technology into social studies, it is interesting to note that social studies has been affected by the impact of technology more than any other subject, According to Ayas’ (2006) online journal article, An Examination of the Relationship between the Integration of Technology into Social Studies and Constructivist Pedogogies, “ researchers report that social studies educators are somewhat less likely to integrate technology into the curriculum than instructors in other disciplines, such as mathematics and science education” ( p.1). Instead of incorporating technology into the social studies classrooms, many social studies teachers are more comfortable teaching in the traditional classroom where students are in a passive learning environment and primarily learning through lectures, direct instruction, textbooks, and other expository materials, which tends to result with students becoming unmotivated and disengaged (Ayas, 2006).
With so many different forms of technology available to be used and integrated into the classroom, how can teachers know which strategies are the most effective? Some of the latest and hottest trends being used to integrate technology into the social studies curriculum are virtual or online field trips, WebQuests, educational games online, computer simulation programs, and the digital poster website, Glogster.
Virtual and online field trips are one of the best ways to bring social studies topics to life in the classroom. This tool is especially attractive to use in the classroom because of the growing number of budget cuts in schools that have prevented many school systems from participating in field trips. In fact, in Wilson, Rice, and Bagley’s article, Virtual Field Trips and Newsrooms: Integrating Technology into the Classroom, the authors had this to say about the benefits of virtual field trips, “Virtual field trips on the internet provide students with first-hand learning experiences and allow for the interactivity and student control delineated in a student-centered constructivist model. Thus, virtual or online field trips for students can become an authentic experience, which is one principle of meaningful learning” (as cited in Ayas, 2006, p.22). An interesting example provided by Wilson, Rice, and Bagley of how virtual field trips have been integrated into the classroom was when high school students participated in a virtual field trip to Mount Vernon. This field trip was used was while the students were studying the American Revolution and George Washington (as cited in Ayas, 2006). This is just one example of many on how virtual field trips can be used effectively in the social studies classroom.