Abstracts

Author: Rebecca Carpenter

Article: Comparing and Contrasting Non-Computer Based and Computer Based Critical Thinking Skills Lessons

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Abstract: This action research was conducted to compare critical thinking with second through fourth graders using computer activities and traditional paper/pencil activities. The lessons required the lowest thinking skills of analyzing to the highest thinking skills of application. The qualitative measures (student journals, focus groups, interviews, and teacher observations) revealed that students in both groups had a positive response to the activities. Teacher observation determined that students were engaged in both groups and showed evidence of higher order thinking in response to teacher prompts and questions. Even though computer skills assessment prior to the intervention was administered, some difficulty with certain computer skills was still observed. The critical thinking skills test that was used was determined to be invalid based upon the results of the test. Although critical thinking skills were not accurately measured between groups the research results do support the need to include critical thinking skills as a clear component of elementary curriculum.

Abstracts	Volume 6 No. 1, Spring 2007
	Full article text may be downloaded and viewed using Adobe's Acrobat Reader, available for free download via Adobe's website.

Author: Sharon Amolo	Article: The Influence of Interactive Whiteboards on Fifth-Grade Student Perceptions and Learning Experiences Download Article (PDF)

Abstract: The purpose of this research was to evaluate the influence of interactive whiteboards on student learning of social studies. This research also assessed whether using an interactive whiteboard altered student perceptions of instructional technology. One fifth-grade class consisting of twenty-six students participated in the study. Both qualitative and quantitative data collection methods were used to assess student perceptions and student learning during the intervention. The results of the research indicated student perceptions of technology were positively influenced. Additionally, student learning and engagement increased when the interactive whiteboard was used.

Author: Sheryl R. Brown	Article: Using Technology Clubs as an After-school Enrichment Program Download Article (PDF)

Abstract: After-school programs are becoming part of the instructional programs in schools across America. Programs that focus on enrichment instead of remediation are impacting the traditional programs with positive results. This action research project examined the learning experiences of 8 third through fifth grade elementary students in a media-rich after-school program designed to increase reading skills through enrichment instead of remediation. The use of technology to enhance and accelerate lower achieving students provided an increase of interest in technology, an increase in perceptions of after-school programs, an increase in reading skills, and an excitement to participate and remain in the program. Students used technology to create stories, take photographs, learn reading skills, and review classroom instruction.

Author: Vicki Bruns	Article: Third-Grade Student Use of a Computer Program for Keyboarding: Development of Keyboarding Skills, Student Perceptions Toward Keyboarding, and Use of Multiple Intelligences Download Article (PDF)

Abstract: This thesis is comprised of two primary sections, an action research proposal and a journal ready article. The journal ready article presents the findings of the action research. Based on direct classroom observations, discussions with elementary school teachers, and a review of the literature, I have discovered when a lack of keyboarding instruction is provided, students often use a hunt and peck method of typing. The purpose of the action research study was to describe the influence of a software program, Type to Learn 3, on third-grade student keyboarding skills and student perceptions of keyboarding. In addition, students selection of keyboarding activities from the software program and the students intelligences, were examined to identify possible relationships between them. As delineated in the action research proposal, a class of 19 third-grade students used the keyboarding software program, Type to Learn 3, for 45 minutes each school day during a 3-week period. As described in the journal ready article, data were collected from keyboarding skills tests, attitude surveys, student interviews, progress reports available through the computer program, and a keyboarding skills checklist. The results of the study showed that students keyboarding skills improved in both speed and accuracy, and students perceptions toward keyboarding were positive. Results were inconclusive when trying to determine whether students selection of keyboarding activities related to students multiple intelligences. The findings of this study were communicated to the learning community through a PowerPoint slide show presentation during a faculty Share Fair. Feedback from the presentation supported revisions in next years class schedules to provide keyboarding instruction to third-grade students.

Author: Janet Gaddy	Article: The Influence of Technology-Based Instruction on Student Learning, Motivation and Teacher Perceptions Toward Science Instruction Download Article (PDF)

Abstract: The purpose of the research study was to determine the impact of technology resources, specifically WebQuests, streaming videos, and laboratory manipulatives for science classroom instruction on student achievement. Student and teacher perceptions of the use of technology resources to learn the science objectives were also examined. Three research questions were posed: (a) How does the use of technology resources, specifically WebQuests, streaming videos, and laboratory manipulatives for science classroom instruction, influence student achievement? (b) How does the use of technology resources, specifically WebQuests, streaming videos, and laboratory manipulatives for science classroom instruction, influence student motivation to learn science? (c) What are the teacher perceptions about the use of technology, specifically WebQuests, streaming videos, and laboratory manipulatives for science classroom instruction? Participants in this research study included 19 seventh-grade students ranging in age from 12-14. The research study extended over a three-week period. Science achievement tests, attitudinal surveys, and a teacher journal were analyzed to determine the influence that the various technologies had on student achievement, student perceptions of science and teacher perceptions of using technology to teach a unit of study. Data show that the use of varied technology greatly improved student achievement and their perceptions toward science. The teacher perception was also improved based on the observations used throughout the process. Information was presented to the learning community and discussions were held to create a dialogue to enhance the use of technology in the classrooms through the use of WebQuests, streaming videos, and laboratory manipulatives.

Author: Amy Long	Article: The Effects of Soundfield Amplification on Reading Achievement Download Article (PDF)

Abstract: A first-grade teacher participated in a study involving 16 of her students. The teacher and researcher delivered reading instruction using a soundfield amplification system. The purpose of the study was to determine if using the soundfield amplification system to deliver reading instruction resulted in an increase in phonemic awareness and phonics achievement, thereby increasing achievement in reading. Results on a posttest indicated a nominal increase in phonemic awareness and a larger increase in phonics skills over pretest levels. Student interviews and a teacher interview revealed positive effects on student attitudes and engagement from the intervention.

Author: Kate Matthews	Article: Use of Web-Based Instruction and an Interactive Whiteboard to Prepare Third-Grade Students for a High-Stakes, Standardized Mathematics Test Download Article (PDF)

Abstract: This specialist thesis is comprised of two primary sections, an action research proposal and a journal ready article. The action research proposal outlines the plans and tools needed for the action research. The journal ready article presents the findings of the study. I have found that when students use web-based instruction designed for high-stakes test preparation alone, students practice test scores generally do not improve. Therefore, students lack the motivation needed for additional practice of the content area being tested. Based on direct classroom observation and extensive review of the literature, I determined that unless students are involved with more interactive, motivating ways to review for the upcoming test using technology, the web-based test preparation site is not well utilized. The purpose of this action research study was to determine the influence of a web-based test preparation program, an interactive whiteboard, and online mathematics games on student mathematics academic achievement and student perceptions toward solving problems on mathematics tests. In addition, student experiences were examined when combining these instructional technology tools. As submitted in the action research proposal, a class of 15 third-grade students participated in the intervention for one hour per day during the three-week study. My journal-ready article describes the results of the study and shows the use of web-based instruction and an interactive whiteboard had a positive influence on student mathematics achievement and perceptions toward solving problems on mathematics tests. Data were collected from student journals, field notes, surveys, interviews, and mathematics achievement tests. The results also implicate the use of this intervention as an effective means for end-of-year test preparation for my school. The findings of this study were presented to the learning community through a PowerPoint presentation and were received in a positive manner. Feedback indicated that many teachers plan to use the intervention in the future.

Author: Elisabeth Moody	Article: Educational Alternatives to Improving Academic Achievement in Struggling Students: Is Computer-assisted Instruction within an After-school Tutoring Program the Solution? Download Article (PDF)

Abstract: In this action research project I examined the use and impact of a computer-assisted instruction (CAI) program, MySkillstutor, within teacher-directed instructional lessons and independent practice sessions in a voluntary after-school tutoring program on students proficiency in select reading objectives: main idea, inference, and cause and effect. Twelve students from either third or fourth grade participated in the 4-week voluntary after-school tutoring program. The influence CAI on student reading achievement was determined by comparing student performance results on a CAI pretest and teacher-generated pretest against the CAI culminating quiz and the teacher-generated posttest. Student experiences while using the CAI program were observed and documented, as was student and teacher interaction. Student preconceptions and perceptions about the use of computer-assisted instruction were captured through a pre-opinion survey and post-opinion survey, along with selected students responses within individual interviews. The CAI lessons were effective in improving reading comprehension skills, and students expressed interest in additional after-school tutoring programs involving computer use. Interactions between students and teachers were greater during teacher-directed instruction than during independent practice lessons.

Author: Misty Robinette	Article: The Results of a Computer-Based Extended Learning Time on the Math Achievement and Perceptions of Low-Performing Students Download Article (PDF)

Abstract: Fourteen seventh grade students who did not meet expectations on the math portion of the 2005-2006 Criterion Referenced Competency Test participated in a study requiring attendance in a computer-based extended learning time program for remediation in math in addition to the one hundred minutes of regular math instruction they were receiving. The purpose of the study was to determine if the added math instruction would impact the participants posttest grades, behaviors in regular math class, and perceptions about math, computer-based learning, and the use of extended learning time. Students completed pre- and post-intervention attitude surveys, pretests and posttests, and were interviewed during the intervention. Class averages and teacher observations were also used as data collection strategies. Results on the posttests showed a small increase in the overall average. Results from student interviews and teacher observations showed positive effects on student attitudes and motivation during the intervention.

Author: Diane M. Shaw	Article: Video Streaming and Traditional Texts in Second-Grade Science Classes Download Article (PDF)

Abstract: This research study was conducted to examine the learning experiences between groups of students that were taught with streaming video segments and those that were taught with text materials. Two second-grade classes were used as the intervention group and two second-grade classes were used as the non-intervention group. The intervention group received instruction using streaming video segments in whole group and independent work. The non-intervention group received the same content as the intervention group, but their information was provided through the use of teacher-created flipbooks. Both groups had the same tasks to complete after the lessons. Results of this study indicated students were interested in lessons with imbedded with video segments and showed improved achievement as a result. However, whether video segments can improve the problem-solving ability of young children remains unclear.

Author: Suzanne R. Skeen	Article: Use of Subscribed Online Research Resources by Fifth-Grade Students Download Article (PDF)

Abstract: The purpose of this study was to examine elementary school student use of online research resources for the development of research reports. The study focused on the following considerations: how classroom instruction on the use of subscribed online research resources influences student selection of research materials, how classroom instruction on the use of subscribed online research resources influences student ability to locate appropriate research information, and how the use of subscribed online research resources influences student confidence for locating information and for obtaining reliable research resources. Participants included twenty-six fifth-grade students from one class at an elementary school. Results from the study show that after classroom instruction, students are more open to selecting subscribed online research resources rather than Google or Yahoo to find information for research projects, even though they could find some information more quickly using Google and/or Yahoo. The classroom instruction showed them how to locate the databases and what kind of information they could find by using the databases. The students learned that the subscribed online research resources provide safe, accurate, and reliable information. It is not clear whether the use of subscribed online research resources influences student confidence for locating information or for obtaining reliable research resources. More research is needed to determine if this is true.

Author: Michael Slaven	Article: Eighth-Grade Student Use of Computer-Mediated Communication for the Development of Social Studies Projects: Student Experiences, Perceptions, and Social Studies Achievement Download Article (PDF)

Abstract: This thesis, completed in partial fulfillment of the requirements for the Education Specialist in Instructional Technology at Valdosta State University, is composed of two main sections, an action research proposal and a journal ready article. The action research proposal includes a review of the literature, a description of the intervention, a timeline for the research, a description of the data collection tools, a plan for data analysis, and a summary of how the results will be communicated with the learning community. The action research was conducted at Dooly Middle School in Pinehurst, Georgia, a rural area with a low socio-economic population. The 3-week intervention consisted of eighth grade students, in three different social studies classes, using e-mail and an online discussion board to communicate with their assigned group members to support the development of social studies projects on the Civil War period of American history. Data pertaining to student experiences, perceptions and social studies achievement was collected and analyzed. Students experiences and perceptions pertaining to the use of email and an online discussion board were positive, and their projects demonstrated mastery of the social studies content. After the data collected during the intervention was analyzed, the journal ready article was prepared. This article includes a description of the intervention, a summary of the results, a discussion of the results and incidental findings, and a description of how the results were shared with the faculty at Dooly Middle. The administration at Dooly Middle has displayed a significant interest in technology integration and in this particular action research study. The results of this research may further encourage the school to support the use of computer-mediated communication tools, such as email and online discussion boards, in the classroom.

Author: Kathy Williams	Article: Online or Face-to-face, That Is the Question: Differences in Learning Experiences for Teachers Receiving Technology Professional Development Using Two Different Delivery Methods Download Article (PDF)

Abstract: Ten elementary school teachers participated in a study in which they received instruction on advanced PowerPoint skills. Two different delivery methods were used: an online tutorial for one group and face-to-face whole group instruction for the other. Each group received the same follow up support. The purpose of the study was to gain information regarding the effects, if any, of delivery method on learning outcomes for teachers receiving the instruction. In addition, the study sought to gain information on the effect of delivery method and/or one-on-one follow up support as it related to teacher confidence for integrating new technology skills into instruction. Multiple instruments were used to gather data for this study: surveys, observations, interviews, and researcher reports. Results of the study indicated that teachers were positive about the delivery method and the learning that occurred during the study. Positive gains were seen in the areas of teacher confidence for integrating new skills into instruction and in teacher beliefs about the role of technology and technology professional development.