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.
Thesis Co-Chair
Education Department
_____________________________
Sharon M. Livingston, Ph.D.
Thesis Co-Chair
Education Department
ii
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
iv
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 ttest and an independent t-test. The results showed that students have a higher motivation
level when technology is integrated into the social studies curriculum.
iv
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
v
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 1
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
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 2
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-
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 3
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
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 4
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
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 5
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
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 6
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).
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 7
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.
Another example of integrating technology into social studies is through the use
of WebQuests. Lipscomb describes the WebQuest as “an inquiry-oriented activity in
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 8
which some or all of the information that learners interact with comes from resources on
the internet” (as cited in Ayas, 2006, p.22). WebQuests have also been praised by
Whiteworth and Berson for having “a great potential for cooperative/collaborative
learning, by supporting the principles of meaningful learning in the social students
classroom” (as cited in Ayas, 2006, p.22). One particular example of how a WebQuest
has been used in a social studies classroom comes from Lipscomb, who was cited in
Ayas, 2006, when he used a WebQuest to teach his eighth-grade students about the Civil
War. Each student in the class had to take on the role of a person living during the Civil
War era, such as a Union soldier, or a Female Abolitionist. Students then worked in
teams to create an individual journal booklet that could be used for a potential
publication. Once students had explored the online site provided for them through the
WebQuest, they used their information to create six journal entries. After the conclusion
of the project, Lipscomb said, “students enjoyed undertaking the project, and they came
away with a stronger understanding of the people who lived during the Civil War. This is
very meaningful especially when students often find the social studies and/or American
history boring and overwhelmed with a large amount of data (battles, generals, dates,
speeches, ect.)” (as cited by Ayas, 2006, p.22).
The third and final example of an effective technology tool to use in the
classroom is the educational-based program, Glogster. Glogter is a website where
teachers and students are given personal accounts in order to create “Glogs”, which are
basically online posters. In Hodgson’s 2010 article, Digital posters: Composing with an
online canvas, Hodgson explains some of the benefits of using Glogster in the classroom,
“A virtual poster is a flexible platform, in that students can mix, mash-up, and use almost
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 9
any form of media for a project on an online canvas. This means that along with a
summary of understanding and reflections on a topic, such as a style of bridge or a profile
of a mathematician, the student can also embed videos, audio files, images, and more on
the poster where items are placed, and replaced, through the simple act of moving a
mouse” (p. 3). Hodgson makes a good argument about the benefits of using digital
posters over traditional posters by pointing out traditional posters take up space and the
publication is often short lived, with most posters ending up in a trash can, whereas Glogs
provide students with an authentic publishing opportunity to have the world as their
audience, and improve their visual literacy skills by learning through a mixture of media
and words. Hodgson also provides the reader with some of the “pitfalls” of using
Glogster in the classroom. One particular “pitfall” noted was that it is difficult for
students to learn the importance of design. Hodgson explains one of these pitfalls as
being that there are too many premade materials when using Glogster that take away
from the process of creating a project from scratch (Hodgson, 2010). This can become a
problem because many students like to use flashy designs that are distracting or
inappropriate for the topic being presented. Discussions on visual literacy have to be
discussed and taught to students before using a program like Glogster. Another pitfall to
using Glogster is that sometimes technology will fail you. Hodgson (2010) provides an
example of a teacher running into technical issues while using Glogster: “We run out
laptops on a school-wide wireless network hub and there were times when having 20
laptops on the wireless- complete with streaming video into the posters or uploading
podcasts- pushed the wireless system to its limit and student work that had not been
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 10
saved was lost” (p. 6). This is an important consideration when using technology in the
classroom, because chances are, you will experience technical difficulties.
Technology Integration and Student Outcomes
In order to determine how effective the technology strategies that are being
incorporated into your classroom are, it is important that you provide your students with a
variety of different assessments. When we think about assessments, oftentimes we tend
to automatically think about the traditional paper-pencil tests which usually consist of
multiple choice, matching, and essay questions. These types of assessments can be
valuable, but they are not the only types of assessments out there. In fact, to truly assess
a student’s knowledge and understanding of a topic, a teacher will have to use a number
of different types of assessments to gauge his student’s grasp of a concept. Formative
assessments, summative assessments, and projects are a few of the different types of
assessments a teacher can use to provide their students with a good variety of
assessments.
Summative assessments, as defined by W. James Popham (2010) in his book,
Classroom Assessment: What Teachers Need to Know, “take place when educators
collect test-based evidence to inform decisions about already completed instructional
activities such as when statewide accountability tests are administered each spring to
determine the instructional effectiveness of a state’s schools during the soon-to-becompleted school year”( p. 271). Summative assessments are what we think about when
we think of final exams given by a teacher at the end of a unit or the semester. The main
purpose of summative assessments is not to help improve instruction in the classroom,
but rather a test to determine a student’s final grade in a class (Popham, 2010).
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 11
Formative Assessments are another type of assessment that should be used to
assess students. Popham (2010) defines formative assessment as, “A planned process in
which assessment-elicited evidence of student’ status sued by teacher to adjust their
ongoing instructional procedures or by students to adjust their current learning tactics.”
(p. 501) Formative assessments are daily assessments a teacher uses to track her student’s
progress and guide her future lessons. Formative assessments can be short, quick
assessments like “ticket-out-the-door”, where students must answer a question about the
day’s lesson as their “ticket-out-the-door”. Teachers may also use, Newspaper
Headlines, where they would have their students create a newspaper headline about one
of the topics learned in the day’s lesson. The Kagan Strategies are another popular form
of formative assessments, and provide teachers with quick, fun review activities to test
their student’s knowledge over previously learned material. Formative assessments are
crucial to assessing your student’s progress throughout a unit, if you are only using
summative assessments to assess your students, then you will not be receiving an
accurate picture of what your students know.
It is also interesting to point out that the research shows that students who are
given the opportunity to use technology in the classroom tend to produce higher test
scores. According to Taylor and Duran’s (2006) article, Teaching Social Studies with
Technology: New Research on Collaborative Approaches, “The positive effects which
the use of computers has on student achievement in history have been documented by the
United States Department of Education. The more frequently eight- and twelfth- grade
students reported using CD-ROMSs or the Internet for research projects, the higher their
scores were on the National Assessment of Education Progress (NAEP) in United States
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 12
history in 2001” (p. 10). Furthermore, the 2006 report produced by the NAEP also
explains that students who used computers to aide with writing reports had higher scores
than those students who did not use computers (as cited in Taylor & Duran, 2006, p.10).
The proof of higher student achievement on assessment can also be seen directly
from teachers. Recently, the University of Michigan-Dearborn was given a grant from
the United States Department of Education to fund a four-year program that investigated
how incorporating technology into the social studies curriculum affects instruction. The
study was called the, “MITTEN Program”, and its participants included twenty-five fulltime public school teachers, twenty-five pre-service teachers, five faculty members, and
three field supervisors of student teachers (Taylor & Duran, 2006). Some of the
qualitative data collected from the MITTEN project shows why teachers involved in the
study believe that the integration of technology affects student achievement in a positive
way. In the 2006 article, Teaching Social Studies with Technology, Taylor discovered
these findings from participants involved in the study. “Educators reported that their
students had a greater interest in doing their research after exploring electronic sources.
One participating teacher wrote, ‘we created five lessons designed to excite students’
interests and improve student outcomes. They enhanced our curriculum, and students
were eager to do more online investigations and create products that reflected their newly
gained understanding in a specific area of study’ (p.10). The survey that the teachers
involved in the MITTEN project completed after the completion of the program showed
that using technology more often maximized student learning (p. 10).
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 13
Teachers’ Attitudes
Most teachers would agree that using technology in the classroom can be
beneficial, but as educators we also live in the real world. The bottom line is that many
teachers like the idea of using technology in their classrooms, but they are also aware of
the many different problems that can arise when using technology. Teachers concerns
range from not being comfortable with technology, not having the appropriate tools to
incorporate technology, and probably one of the biggest issues…time. DebBeste (2003)
of California State University says it best in her 2003 article when she says, “One of the
major downsides to incorporating technology into one’s classroom remains the time
issue. Both anecdotal evidence and research supports this claim. Creating websites,
locating valuable historical sources on the web, instructing students in the use of
technology and helping them to create credible projects, all takes enormous amounts of
times” (p. 501). Another major concern of teachers can be seen through the response of
one teacher involved in the MITTEN program, “If I had to pick out something that I
would do differently, I would teach the students about plagiarism right away” (Taylor &
Duran, 2006, p.14). Many teachers have agreed that teaching students about plagiarism
before using the internet is a key factor when incorporating technology into the
classroom.
Before teachers begin using technology in their classrooms, they bring their own
set of beliefs and attitudes towards the integration of technology. This is important. But,
it is also important that teachers look back and reflect on their experiences after using
technology in their classes. One of the best ways a teacher can grow and become a better
teacher is through reflection. By keeping a reflective journal, a teacher is able to look
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 14
back on what he has done in their classroom and determine what worked, and what didn’t
work. Gil-Garcia and Cinton (2002) put it best when they say,
A reflective journal is a private artifact that stimulates individual reflection. It
facilitates the process of reflection of teachers and administrators on teaching and
learning, administrative decisions, educational goals, cultural background and
differences, repertoire of teaching strategies, individualized attention,
differentiated classroom, active learning, and world learning activities among
others. By systematically writing in the reflective journal, practitioners acquire a
better understanding of his/her students, their likes and dislikes, their ethnic and
cultural background, their personalities, and respect and validate their languages
and cultures. Expressing in print that knowledge and analyzing the ideas versed,
teachers and administrators could make changes, modify or preserve their
teaching and administrative practices. (pg. 5)
Many teachers believe that it is important to be reflective, but are sometimes at a loss on
how to be a reflective teacher. Gil-Garcia and Cinton give teachers an example of how
they can effectively use a reflective journal by introducing the Learning and Professional
Development Model (LPDM). “The LPD model focuses on designing and planning
around the six reflective strategic priorities: Why we teach, who we teach, what we
teach, ways we teach, who teaches, and where we teach. The reflective model focuses on
reflective teaching. It also focuses on leadership, not simply management” (Gil-Garcia &
Cinton, 2002, pp. 7-8). The LPD is broken down into three different phases; the
Teaching and Learning phase, the Instructional Partnership, and the Reflective Educator.
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 15
In the Teaching and Learning phase teachers are supposed to set goals about their
instruction. They want to strive to create lessons that connect students to the real world,
are hands on, and have students actively engaged in the learning process. During this
phase teachers should strive to go beyond just teaching students the “basic skills” and
information (Gil-Garcia & Cinton, 2002).
The second phase in the LPD is known as the, Instructional Partnership. This
particular phase has educators look at who we are teaching, and what other outside
influences are shaping the students we are teaching (Gil-Garcia & Cinton, 2002).
Teachers need to understand where their students are coming from in order to reach them
where they are. When teachers assume that every student in their classroom comes from
a safe and loving environment, where education is promoted at home, they will quickly
become disappointed when they discover that a student failed to turn in a homework
assignment or study for a test. This is why reflecting on who you are teaching becomes
so important to being successful in the classroom.
The third and final phase of the LPD model is the Reflective Educator phase. In
this final phase, teachers begin to look at why we teach. They “communicate in word and
deed high expectations and standards” (Gil-Garcia & Canton, 2002, p.8). They start to
not just realize the issues that affect their students, but to actually address them. They
also begin respecting the fact that all students learn differently, and are willing to try and
find ways to meet the needs of all their students.
If we as teachers are serious about improving our craft, we are going to have to
start becoming reflective teachers, and by keeping a reflective journal, we will be able to
accomplish that. By taking a step back and truly evaluating ourselves as teachers, and
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 16
our students as a diverse group of learners, we are saying that we want to continue
growing and improving as educators. Whether you are a first-year teacher, or a teacher in
his or her twentieth year, there are always ways to make yourself better.
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 17
CHAPTER THREE: METHODOLOGY
Research Design
This was an action research study designed to determine whether or not the
integration of technology into the social studies curriculum increases student learning.
According to Improving Schools Through Action Research by Hendricks (2009), “The
purpose of action research is for practitioners to investigate and improve their practices.
The process is one of self-study; thus a teacher engaged in action research may, for
example, study ways to increase student learning in his or her class, focusing on his or
her intentions, methods, and desired outcomes as part of the investigation” (, p. 3). This
study uses both qualitative and quantitative data in order support its results. The
qualitative data used was teacher reflective journaling, and student and teacher focus
groups. The quantitative data collected was through pre and post test assessments that
were aligned with the Georgia Performance Standards for fifth grade social studies.
Setting
The setting of this study was in a fifth grade classroom in Newnan, Georgia. The
elementary school where this study was conducted was a Title I school, where 75% of all
students were on free and reduced lunch. The population of students tested was
extremely transient. It is common to have several students leave, and several new
students arrive throughout a school year. There also tends to be a lack of parental
involvement across the board at the elementary school where this study took place.
Permission from the country school board, as well as the school’s principal was obtained
before beginning this study. This location was chosen because I was currently employed
as a fifth grade teacher at the school.
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 18
Subjects and Participants
The participants in this study were two separate classes of fifth grade students.
The first group of participants was a group of nineteen fifth grade students who received
a two week lesson plan over World II, in which technology was integrated into all lesson
plans. The second group of participants was a group of nineteen fifth grade students who
received a two week lesson plan over World War II, in which no technology was
integrated into the lesson plans. There was also a group of eight fifth grade students who
participated in a focus group discussion on their values and opinions of technology in the
classroom. Along with the student’s focus group, nine elementary school teachers,
ranging from kindergarten through fifth grade, also participated in a focus group
discussion on their opinions and views of using technology as a tool to teach social
studies.
Procedures and Data Collection Methods
In Table 3.1 below the data shell helped guide and shape my research during this
study. This data shell was guided by three main focus questions, and supported by
several different literature sources related to the topic.
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 19
Table 3.1. Data Shell
Focus Question Literature
Sources
What strategies
are the most
effective for
integrating
technology into
social studies
education?
How does
incorporating
technology into
the social
studies
curriculum
affect student
learning?
What are the
opinions and
attitudes of
students and
teachers towards
the integration
of technology
into the social
studies
curriculum?
Type:
Method,
Data,
Validity
Ayas, C.
Method:
(2006)
Instructional
Plan and
Hodgson, K. rubric
(2010)
Data:
Qualitative
How are data
analyzed?
Rationale
Coded for themes
aligned with focus
questions
The reflective journal
will contain methods
used to implement
technology into the
social studies
curriculum.
DenBeste,
M. (2003)
Validity:
Content
Method:
Dependent t-test and
Assessments independent t-test
Popham, J.
(2000)
Data:
Quantitative
Taylor, J. &
Duran, M.
(2006)
Gil-Garcia,
A. &
Cintron, Z.
(2002)
Validity:
Content
Taylor, J. &
Duran, M.
(2006)
Method:
Reflective
Journal
Coded for themes
aligned with focus
questions
The questions on the
pre-test and post-test
will be aligned with
the 5th grade Georgia
Performance
standards for social
studies.
Questions and topics
will come directly
from the review of the
literature.
Data:
Qualitative
Validity:
Construct
Before beginning the review of the literature, I created three main focus questions
to guide my research. My first focus question was focused on actual strategies and lesson
plan ideas that could be used to integrate technology into my classroom. Ayas’ (2006)
article, An Examination of the Relationship Between the Integration of Technology Into
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 20
Social Studies and Constructivist Pedagogies, was beneficial in helping me to answer my
first focus question because he highlighted several practical ways that technology could
be integrated into the social studies curriculum. This author was also beneficial in
helping me with my research because he presented his information through a
constructivists’ point of view on student learning. The instructional plan I created for this
study (see Appendix A) provided my students with the opportunity to use the computer
program, Glogster. Which is why Hodgson’s (2010) article, Digital posters: Composing
with an online canvas was useful in understanding some of the benefits and pitfalls to
using Glogster in the classroom. My students used the Glogster program to create an
online poster of a famous World War II figure or major event. The instructional plan
sought to provide my group of fifth grade students with a chance to incorporate
technology into the social studies curriculum. In order to make sure I created a plan that
would be both meaningful and successful in my classroom, I consulted the advice of one
of my fellow colleagues. The colleague consulted had been teaching for over ten years,
had obtained a masters degree in reading, and had taught special education, middle
school, and fifth grade throughout her career. I provided this trusted colleague with a
rubric to evaluate the overall effectiveness of my instructional plan.
My second focus question was focused on how integrating technology into the
social studies curriculum affects student achievement. During the research of this
particular question, I was hoping to discover if using technology to teach social studies
would raise students test scores and overall understanding of the social studies topics
being taught. I turned to Popham’s (2010) book, Classroom Assessment: What Teachers
Need to Know, to help me answer this question because Popham does an excellent job in
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 21
explaining, in detail, why teachers need to know about assessment, what and how to
assess, and what is means to have reliability, validity, and the absence of bias when
creating assessments. He also provides a number of alternate assessments that can be
used in the classroom to provide a variety of assessment options for students.
Constructed-Response, Performance Task assessments, and Portfolio assessments are just
a few of the different types of assessments that Popham discusses in his book. In order to
assess whether or not incorporating technology into the social studies curriculum raises
student achievement, I used a pre and post test assessment over the major people, events,
and results of World War II. The pre and post test I used to assess my students was
twenty-six questions long and consisted of a multiple-choice section, short answer
section, matching section, and two essay questions.
My third and final focus question focused on what students’ and teachers’
attitudes hold about the use of technology in the social studies curriculum. In order to
determine the teachers’ and students’ attitudes of using technology in the social studies
classroom, I facilitated two focus groups (see Appendix B). . The first focus group
consisted of a group of eight fifth graders from my class who participated in the study.
Four of the students were boys, and four students were girls. My second focus group
consisted of one fifth grade teacher, one fourth grade teacher, and one third grade teacher,
one second grade teacher, one first grade teacher, one kindergarten teacher, one
technology teacher, one music teacher, and one gifted teacher. Both focus groups were
led in a discussion on their thoughts, beliefs, and attitudes towards using social studies in
the classroom. In order to provide further data for question three, I completed my own
reflective journal (see Appendix C) throughout this action research study. I provided
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 22
feedback on the progress of this study three times a week. I hoped to capture my
thoughts, beliefs, and attitude about this study through the use of the reflective journal.
Validity, Reliability, Dependability, and Bias
Focus Questions 1
For focus question one the qualitative data gathering method used was an
instructional plan that incorporated technology into the social studies curriculum, as well
an interview conducted with a fellow colleague. During the interview process, I was
provided with feedback and opinions on the overall success of my instructional plan. The
effectiveness of standards, essential questions, differentiation, assessments, and the
integration of technology were all addressed during the interview process. The data
collected through the instructional plan and interview was all qualitative data.
In focus question one of this study, both content and construct validity were used.
Content validity centers on how well the test item represents the related discipline, and
construct validity is a non-measureable characteristic such as intelligence or disposition.
According to Popham (2010), dependability goes hand in hand with concepts of accuracy
and consistency. The dependability for focus question one was evident through all data
collection and treatments being kept consistent, control of the data collection setting, and
selection of an adequate number of participants. This study is also dependable because
the length of time for the data collection process was persistent and prolonged over a two
week period. In order to make sure this study did not contain any forms of bias; all
instruments will be checked for unfairness, offensiveness, and disparate impact.
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 23
Focus Question Two
The quantitative data gathering method used for focus question two was a teacher
made pre and post test assessment over World War II. The type of data that will be used
is interval data, and content validity, which relates to how well a test item represents the
related discipline, will used to validate focus question two. According to Hendricks
(2009), “The term validity has a number of meanings in educational research. In
quantitative research, validity can refer to the degree to which results are true for the
participants (internal validity), the degree to which the results can be generalized beyond
the participants in the study (external validity), or the degree to which a test or
assessment measures what it is supposed to measure (test validity)” (p. 111). Reliability
relates to quantitative data, and focuses on how well research can be repeated with
consistency. The main goal of reliability is to minimize errors and biases so that a study
can be replicated. This studies reliability will be based on a test-retest correlation for
dependent t-tests. All pre and post tests will be checked for unfairness, offensiveness,
and disparate impact to make sure there were no forms of bias on any of the assessments
given.
Focus Question Three
The data gathering method used for focus question three was qualitative data.
The qualitative data used was gathered through two separate focus groups and a teacher’s
reflective journal. The first focus group was centered around a group of fifth graders, and
the second focus group included a group of elementary school teachers. The type of
validity used for focus question three was construct validity, which is a non-measureable
characteristic such as intelligence or disposition. The focus groups and reflective journal
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 24
used in focus question three can be considered dependable because all interviewees
checked transcripts for accuracy and all raw data was maintained and well organized.
Because the risk of bias can arise when using a reflective journal and focus groups, all
instruments were checked for unfairness, offensiveness, and disparate impact.
Analysis of Data
The data collected to answer Focus Question One were qualitatively through the
use of an instructional plan, and interview. All qualitative data in focus question one was
coded for recurring themes.
The data collected to answer Focus Question Two were quantitative. The
quantitative data that was used for focus question two is a dependent t-test. This
particular test was used to determine if there were significant differences between means
from one group tested twice. The decision to reject the null hypothesis was set at p<.05.
The null hypothesis was that there is no difference between my homeroom and my
rotation class. Focus question two also tested the Effect size. Effect size is a name given
to a family of indices that measure the magnitude of a treatment effect. Unlike
significance tests, these indices are independent of sample size. Effect size r was used for
paired data such as a dependent t-test.
To answer Focus Question Three, qualitative data were collected. Focus groups
and a teacher’s reflective journal were the qualitative data used. The qualitative data
from focus question three was coded for recurring themes.
When taking a step back and looking at the big picture of this study, it is clear that
it seeks to provide validation, credibility, transferability, and a transform of the
researcher. The consensual validation of this study is provided through its approval by
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 25
the LaGrange College faculty. The study also contains epistemological validation by
comparing the results of the study to the literature. When comparing the results of the
literature to my study, I discovered that the majority of the research supported my stance
on the effectiveness of incorporating technology into the social studies classroom. The
credibility of this study came from structural corroboration, fairness, and rightness of fit.
Structural Corroboration and triangulation have both been achieved through the use of
multiple data sources as seen in Table 3.1. Fairness can be seen through the
incorporation of opposing points of view which are presented, and rightness of fit is clear
by the fact that great care has been taken to ensure precision and accuracy are present in
order to create a tight argument, coherent case, and strong evidence that asserts
judgments (Eisner 1991). Transferability can only be established once credibility has
been established. This study is transferrable because of its referential adequacy, which
means it is a study that can be replicated by others and easily used for future research. To
ensure the ease of transferability to future similar studies, referential adequacy has been
achieved through the details and precise instruction of the procedures and methods of the
complete study. Finally, this study is transformational because of its catalytic validity.
Catalytic validity is when a study causes a positive change or transformation for the
researcher and others. Because this action research study seeks to improve student
achievement through the integration of technology, this project can be viewed as a study
that causes a positive change for both educators and students.
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 26
CHAPTER FOUR: RESUTLS
The results in Chapter Fours are organized by focus question. The first focus
question was what strategies are the most effective for integrating technology into social
studies education. Focus question one was geared around integrating a new technology
resource, Glogster, into a fifth grade social studies classroom. The data gathering
methods used for focus question one included a two week instructional plan, a rubric with
feedback from a colleague on the instructional plan, and a reflective journal. All data
collecting methods for focus question one were qualitative.
There was two separate instructional plans created for focus question one. The
first instructional plan created was for the treatment group. The treatment group in this
study was a class of nineteen fifth grade students with a variety of different backgrounds,
ranging from gifted, special education, and socio economically disadvantaged. The
students in the treatment group used the online program, Glogster, to present information
about famous World War II people and events. The second instructional plan was
created for the control group. The control group in this study consisted of nineteen fifth
grade students, who also contained a number of different backgrounds including gifted,
special education, and socio economically disadvantaged students. The students in the
control group did not use any forms of technology during their two week instructional
plan of World War II, and were taught in a more traditional manner.
Before integrating these two instructional plans into the classroom, I received
feedback from a veteran fifth grade teacher, referred to as Teacher 1. Teacher 1 used a
rubric with a variety of questions to evaluate the effectiveness of both instructional plans.
The first question addressed in the rubric dealt with how well the instructional plan
covers the Georgia Performance Standards. Teacher 1 felt that all elements of the fifth
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 27
grade social studies curriculum related to World War II were thoroughly covered in the
plan. Question two asked if all essential questions listed in the instructional plan are
clearly stated. Teacher 1 stated, “Essential questions are clear. EQ’s could be reworded
to be more open-ended in order to require higher critical thinking skills.” Question three
addressed the issue of assessments and asked if the students will be provided with an
adequate number of assessments that effectively relate to the standards and essential
questions. Teacher 1 felt that the instructional plan provided a number of daily formative
assessments that would be useful in checking student’s progress and understanding of
content each day. Question four asked if a variety of different materials and appropriate
resources would be provided for the learners. Teacher 1 felt that there will be a variety of
resources that will appeal to fifth grade students and the students in the treatment group
will enjoy using the Glogster program to create their World War II projects. Question
five asks, how well do you feel technology has been integrated into this instructional
plan. Teacher 1 had this to say about question five, “Technology is an integral part of
this plan. The Glogster will get students excited and involved as they apply a variety of
skills and standards (ELA), increasing their knowledge of the subject as well as new
technology.” Question six addressed meeting the needs of all students, and asked if the
instructional plan will provide opportunities for all types of learners, and includes
differentiated activities. Teacher 1 felt that three different differentiated rubrics should
be used to grade students on their Glogs in order better meet the needs of the diverse
group of students in the classroom. The final question asked was, how could this
instructional plan can be improved. Teacher 1 said, “Change wording of EQ’s to be more
open-ended and increase critical thinking skills, and differentiate rubrics used to evaluate
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 28
students on their Glogs.” The feedback provided by Teacher 1 was beneficial in guiding
my implementation of the two instructional plans. Because of the insight provided by
Teacher 1, I reworded several of my essential questions and made them more openended, and I created three different rubrics to better meet the needs of my students. The
first rubric used was geared towards the lower group of students in my class, the second
rubric was geared towards the average group of students in my class, and the third rubric
was geared towards the higher group of students in my classroom.
The second focus question was on how incorporating technology into the social
studies curriculum affects student learning. Data from the students World War II pretests and post-tests for both the no treatment and treatment group were analyzed using a
dependent t-test. The purpose of the dependent t-test was to compare the means of the
pre- and post tests in order to determine the difference in scores, and whether there was
any significance between the scores (Salkind, 2010). The results for the dependent t-tests
for both the no treatment and treatment pre- and post-tests are shown in the tables below.
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 29
Table 4.1 – Dependent t-test Results for No Treatment Group
No Treatment
t-Test: Paired Two Sample for Means
Mean
Variance
Observations
Pearson Correlation
Hypothesized Mean
Difference
df
t Stat
P(T<=t) one-tail
t Critical one-tail
P(T<=t) two-tail
t Critical two-tail
D
Pre-test Post-test
60.42105 89.36842
129.0351 116.5789
19
19
0.519573
0
18
-11.6076
4.3E-10
1.734064
8.6E-10
2.100922
Table 4.1 shows the mean for the pre-test was 60.42, and 89.36 for the post-test,
revealing an Increase in scores from pre to post tests. The results also show that T(18)=
11.60, p <.05. This means the obtained value of 11.60 is greater than the critical value of
1.73, therefore we must reject the null hypothesis. The effect size between the two
groups was .79, showing there was a large effect size.
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 30
Table 4.2 – Dependent t-test Results for Treatment Group
Treatment
t-Test: Paired Two Sample for Means
Mean
Variance
Observations
Pearson Correlation
Hypothesized Mean
Difference
df
t Stat
P(T<=t) one-tail
t Critical one-tail
P(T<=t) two-tail
t Critical two-tail
Pre-test Post-test
49.52632 89.05263
185.2632 137.0526
19
19
0.394837
0
18
-12.2913
1.71E-10
1.734064
3.43E-10
2.100922
Table 4.2 shows the mean for the pre-test was 49.52, and 89.05 for the post-test,
revealing an increase in scores from pre to post tests. The results also show that T(18)=
12.29, p< .05. This means the obtained value of 12.29, is greater than the critical value of
1.73, therefore we must reject the null hypothesis there is a significant difference. The
effect size is .84, showing there is a large effect size in the results.
The second data collecting method used for focus question two was an
independent t-test comparing the Treatment and No Treatment group’s pre-tests results,
and the Treatment and No Treatment group’s post-tests results. The purpose was to
compare the means from both groups’ pre- and post- tests results to see if there was a
difference between the scores, as well as any significance between the differences in
scores. The results from both independent t-tests are shown below.
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 31
Table 4.3 – Independent t-test Results for Pre-Tests
t-Test: Two-Sample Assuming Equal Variances
I
Mean
Variance
Observations
Pooled Variance
Hypothesized Mean
Difference
df
t Stat
P(T<=t) one-tail
t Critical one-tail
P(T<=t) two-tail
t Critical two-tail
Control Treatment
60.42105 49.52632
129.0351 185.2632
19
19
157.1491
0
36
2.678691
0.005535
1.688298
0.011069
2.028094
The results in Table 4.3 show that t(36)= 2.67, p<.05, which means the obtained
value of 2.67 is greater than the critical value of1.68, therefore we must reject the null
hypothesis. There was a significant difference between the two the groups results on the
pre-test. The magnitude of the difference was large, with an effect size of .86.
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 32
Table 4.4 – Independent t-test results for Post Tests
t-Test: Two-Sample Assuming Equal Variances
I
Post-test Post-test
89.36842 89.05263
116.5789 137.0526
19
19
126.8158
Mean
Variance
Observations
Pooled Variance
Hypothesized Mean
Difference
0
df
36
t Stat
0.086432
P(T<=t) one-tail
0.465801
t Critical one-tail
1.688298
P(T<=t) two-tail
0.931602
t Critical two-tail
2.028094
ES= .028 Small effect size
t(36)= .086, p>.05; accept the null hypothesis
The results from Table 4.4 show that T(36)= .086, p>.05, which means the
obtained value of .086 is smaller than the critical value of 1.68, therefore we must accept
the null hypothesis. There was no significance between the two groups post-test results.
The effect size of .028, shows that there was a small effect size between the groups.
Focus question three asked what the opinions and attitudes of students and
teachers are on integrating technology into the social studies curriculum. There were two
different data collecting methods used. The first data collecting method used for focus
question three was focus groups. The first focus group was with a group of elementary
school teachers. The group included one teacher from each grade level K-5, a music
teacher, a technology teacher, and gifted teacher. During the focus group discussion, the
teachers involved were asked a variety of questions centered around their attitudes and
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 33
opinions on integrating technology into their classrooms. The teachers involved in the
focus group who did not teach social studies related their answers towards their thoughts
and views on integrating technology into their particular subject matter.
The teacher focus group began with a discussion on how comfortable and how
often technology was used in their classroom. The majority of teachers all agreed that
they were comfortable using technology in their classrooms, and generally used
technology in their classrooms at least once a day. The discussion then led into what
specific types of technology they liked to use during social studies instruction time.
Almost every teacher agreed their ActivBoard was the number one type of technology
used during social studies time. When asked how they used their ActivBoards during
social studies the answers ranged from displaying flipcharts, Brainpop videos, and United
Streaming videos over the particular topic being discussed. Teacher seven gave this
example on how she used her ActivBoard in social studies, “Just the other day we were
discussing the role of the President in Social Studies and I was able to pull up a virtual
tour of the White House and display it on my ActivBoard. This was an awesome way
technology helped in making the things we were studying in class come to life in the
classroom.” Teacher four also noted that, “Now that there isn’t any money in the budget
for field trips, technology can be used as a tool to bring things to the kids in the
classroom.”
When the teachers were asked how often they allowed students to put technology
into their hands, the group was divided. Several teachers said they were normally the one
controlling and manipulating the technology. Teacher two gave this explanation on why
it is sometimes difficult to put technology into her student’s hands, “when the kids try
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 34
and manipulate the Activboard sometimes the whole screen moves, and it takes time to
fix the flipchart, and then try and re-engage the students and get everyone back on track.”
The teachers in the group who taught the upper elementary grades were more open with
allowing their students to manipulate the technology in the classroom. A couple of
teachers said they would use their ActivBoard as a center and allow a small group to
work together on an activity displayed on the ActivBoard. Teacher five said she liked to
use the Activotes in her classroom as a review because every student was able to hold
their own Activote, and she was able to see which students were grasping the concepts,
and which students were struggling.
The next segment of the focus group was discussion on the challenges teachers
faced when trying to use technology in their classroom, and what types of trainings
related to using technology in the classroom they would like to attend. There was a great
deal of feedback in this area. Teacher four said, “There is so much to learn with the
ActivBoard. I would like a good class to learn how to use my ActivBoard. I need more
than a one day training.” Teacher five added onto teacher fours point by saying, “The
one day ActivBoard training was totally overwhelming, and a large majority of the
information wasn’t geared towards what I’m doing as an elementary teacher in the
classroom. It was a one size fits all training, and that just doesn’t work.” Teacher six
added, “I just wish there was time built into our schedule for us to sit down with other
teachers in our specific field to share what ways technology is working in our classrooms,
and what things don’t work. It’s not that we don’t have tools available, it’s that we don’t
have the time or training to properly use them.” The final question asked to the focus
group was where they felt technology would be in the next fifteen years. Some of the
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 35
answers included, every student would have their own laptop, students would no longer
be using text books, and instead all their books would be on an electronic reader like a
Kindle or Nook.
The second focus group consisted of two African American fifth grade girls, two
Caucasian fifth grade girls, two African American fifth grade males, and two Caucasian
fifth grade males. The first question the student led focus group answered was whether
or not they liked when teachers used technology in their classrooms, and if they did, then
why. The entire group all agreed they did like when teachers used technology in the
classroom. Student one said, “Yes, some things aren’t in the social studies book, but are
on the internet.” Student two stated, “Yes, because you can look famous people up fast
on the internet.” Student three also added, “You can find much more info on the internet
than in your book.” The next questions the students were asked was what types of
technology does your teacher use in her classroom, and what is your favorite type of
technology to use. Some of the answers given were the ActivBoard, computer, TV, and
the CD player. Everyone in the group said the ActivBoard was their favorite type of
technology to use at school, and as student six put it, “I love the ActivBoard, especially
when my teacher lets us have the pen!” The students were also asked if there was ever a
time when using technology was frustrating for them. Student eight gave this example,
“One time, when I was working on my Glog my entire computer froze up and everything
I had done didn’t get saved. I was so mad!” Student seven said, “I wish we had another
computer lab, because it seems like every time my teacher wants to take us there the third
graders have already signed up to use it.” The final question the students answered was
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 36
what types of technology do they use outside of school. There was a long list of answers
including cell phone, IPod, Xbox, DSi, and facebook.
After completing both the teacher and student focus groups, I noticed several
recurring themes within both groups. The recurring theme among the teacher focus
group was the frustration with not being given adequate time and training on the tools in
their classroom, particularly the ActivBoard. Most teachers like the idea of using
technology in their classroom, and believe it’s a valuable tool. They just feel ill equipped
and shorted on the lack of resources and time to properly use what is sitting in their
classrooms. The recurring theme noticed among the student focus group was the
excitement about using technology in the classroom, especially when they are the ones
being allowed to use it. It was also clear that all the students in the classroom were
comfortable using technology, and use it frequently outside of school.
The second data collecting method used was a teacher reflective journal. The
reflective journal was kept over a two week period of time when the instructional plan
was being implemented into the classroom. After reflecting back on week one I noticed
there were things that worked well, things that didn’t work well, and unexpected
problems that did arise. Student excitement and enthusiasm about beginning the Glogster
projects in social studies was high. After explaining the project, showing students
examples of Glogs, and having the students participate in a Glogster tutorial it was
evident the students were ready to jump in and begin creating their own Glogs. This can
be seen by the question student nine would ask me every morning when he walked into
my classroom, “Are we going to be getting our Glogster accounts today?” The students
had all been told they would not receive their usernames and passwords until they had
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 37
completed all their research on their specific topic, so they were anxious to breeze
through their research and receive their Glogster accounts. Which is what brings me to
one of the problems I ran into during week one. I underestimated my students’ lack of
research skills. Most students were comfortable looking up information on the internet,
but when we went to the library many were confused and unable to use the
encyclopedias, and other research materials to extract information without the help of the
librarian or myself. This became a challenge because what I had hoped the students
would accomplish during their two days of research, was not by several students. I
would later find that this problem would carry into week two, because a couple of my
students did not have enough information on their topic. Another fifth grade teacher,
referred to as Teacher one, also implementing the instructional plan into her classroom
discovered similar findings among her class as well. “I can’t believe the majority of my
students do not know how to use an encyclopedia!” was a comment made by teacher one
at the conclusion of week one.
After reflecting back on week two of the instructional plan, success, failures, and
unexpected problems were also noted. During week two students were given their
Glogster usernames and passwords, and were able to begin inserting their acquired
research into their Glogs. Students enjoyed the process of creating their Glogs, as seen
through student tens question, “Can I stay in from recess to work on my Glog?” There
were however, a couple of bumps in the road as well. Several students had a hard time
following the guideline of inserting their research into their Glogs first, and then focusing
on inserting pictures and other graphic images. I noticed that many students became
more occupied with the design of their Glog, and neglected the importance of including
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 38
the appropriate information. Before implementing the instructional plan I was concerned
that the students might find navigating the Glogster website difficult. As it turned out,
the majority of students had no problems using Glogster, and actually ended teaching me
a few new tricks. In fact, student eleven ended up teaching me, and several other kids in
the class how to import a video into their Glog. The major issues became the student’s
lack of research skills, and the students becoming more interested in the design of their
Glogs than the actual information being presented.
At the conclusion of the two week instructional plan there were three recurring
themes noted (1) student enthusiasm and excitement was high about creating their Glogs,
(2) several students struggled with researching information for their Glogs, and (3) the
students far exceeded expectations on their ability to use the Glogster program.
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 39
CHAPTER FIVE: ANALYSIS AND DISCUSSION OF RESULTS
Analysis
Focus question one asked, “What strategies are the most effective for
integrating technology into social studies education?” The purpose of this focus question
was to create an instructional plan that integrated technology into the social studies
classroom in a meaningful way. Through the review of the literature I was able to gain a
deeper insight as to what types of technology other teachers are successfully integrating
into their classrooms. Hodgson’s (2010) article, Digital posters: Composing with an
online canvas was particularly helpful with the implementation of my instructional plan
because it provided feedback on many of the benefits and “pitfalls” of using technology
to create a digital poster. Throughout the implementation of my instructional plan I
noticed many similarities between what happened in my study compared to what
Hodgson explained in his article. One particular similarity noted between my study and
Hodgson’s article was that student excitement was much higher when it came to creating
a digital poster online, than it would have been if they were creating a traditional poster
on poster board. Another similarity was the student’s ability to stay focused and
motivated while learning how to use the Glogster program. Hodgson puts it this way in
his article, “And here is the thing that I always look for and value when it comes to using
technology: The students teach each other. As one student discovered something
intriguing about using Glogster – about how to make their own background, for example
– the other students would quickly know how to do the same thing as informal talk
filtered through the room.” (p. 4). A very similar example of students teaching each other
was seen in my classroom when a student discovered how to upload videos into his Glog,
and then began teaching myself and other students how to do so as well. I also noticed
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 40
some of the “pitfalls” that Hodgson mentioned in his article in my own study. A couple
of the “pitfalls” mentioned by Hodgson, and also seen in my own study were (1) my
student’s visual literacy skills were weak. My Students did not understand the
importance of choosing readable fonts and appropriate color schemes and graphics
related to their topics. I, however, did not see this so much as a pitfall, but more as a
positive growing and learning experience for my students. The second “pitfall” I noticed
related to the issue of time. There were several occasions throughout the implementation
of the instructional plan that I caught myself thinking, “I wish we had more time!” This
particular “pitfall” was also stated in the review of the literature with an article written by
Michelle DebBeste in 2003, when she discussed how time is consistently seen as one of
teacher’s biggest concerns with using technology in the classroom.
Focus question two asked, “How does incorporating technology into the social
studies curriculum affect student learning?” The purpose of this question was to
determine if incorporating technology into the social studies curriculum would improve
student achievement. After comparing my classes pre- and –post tests results to the
control groups pre- and –post test results, as seen in chapter four, I discovered there was
an increase in results among both groups, but that there was no significance among the
gains made by the treatment group compared to the control group. These results did not
match up with the findings from Taylor and Duran’s (2006) article, Teaching Social
Studies with Technology: New Research on Collaborative Approaches when they stated
that using technology in the classroom will produce higher test scores. According to my
results, both groups test scores were higher, the technology group and the group of
students not using technology increased their test scores. There was however, one source
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 41
from the review of the literature that did support some of my findings related to focus
question two. One study mentioned by Taylor and Duran (2006) in the literature review
was the MITTEN project, which was a four year study completed by the University of
Michigan-Dearborn on how integrating technology affects instruction and student
outcomes. The researchers in the study concluded that when students were allowed to
use technology to produce a product they had a greater interest in the subject matter. I
was able to see this first hand in my study. The group of students using technology to
display their information on a person or event from World War II had a higher interest
and appreciation for the subject matter, compared to the group of students who were not
using any forms of technology to learn about the important people and events from World
War II. Unfortunately, student motivation and interest level cannot always be seen
through the traditional paper-pencil test. That is why Popham’s book (2010) , Classroom
Assessment: What Teachers need to know is an important source discussed in the review
of the literature, because it dictates the importance of not basing students achievement
entirely on summative assessments. In his book, Popham explains how it is important to
use a variety of different assessments, summative and formative, to truly assess a
student’s understanding of the subject matter. In my study, one of the formative
assessments the treatment group had to complete was a presentation of their Glog to the
class. During their presentations, the majority of the students showed a strong
understanding of their topics, but in several cases, this understanding did not transfer over
to the paper-pencil test.
“What are the opinions and attitudes of students and teachers towards the
integration of technology into the social studies curriculum?” was the question focus
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 42
question three sought to answer. The purpose of this question was to determine how
teachers and students really feel about integrating technology into their classrooms. This
study tried to answer focus question three through a teacher’s reflective journal, as well
as through a teacher and student focus group. One result from this study that lined up
with the literature review was that many teachers who participated in the teacher focus
group, and many of the reflections seen in my journal are all centered around not having
enough time. Whether it was not being provided with the appropriate amount of time to
be trained on how to use new technology in their classrooms, or not having enough time
to create websites, flipcharts, or to instruct students on how to use new technology
programs in the classroom, it always came down to time. The bottom line is that the
majority of teachers’ concerns came down to the issue of time. This finding was stated in
the review of the literature, particularly in the DenBeste (2003) article, Power Point,
Technology and the Web: More than just an Overhead Projector for the New Century?,
when she also highlighted time as being one of the major factors when integrating new
technology. Another concern of teachers mentioned in the literature review, but not
discussed by teachers in my focus group, was plagiarism. The literature review points
out that teachers involved in the MITTEN project, a study focusing on how the
integration of technology affects instruction and student achievement, ran into the
problem of students not understanding what plagiarism means. I however, received no
feedback from the teachers participating in my focus group, or from any of my own
reflective journals, about the issue of plagiarism being a concern.
The literature review also supported the value of keeping a reflective journal. GilGarcia and Cinton’s 2002 article, The Reflective Journal as a Learning and Professional
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 43
Development Tool for Teachers and Administrators discussed in great detail how a
reflective journal can be used as a private artifact to stimulate an individual’s reflection.
Gil-Garcia and Cinton believe that if teachers want to improve their craft they are going
to have to start becoming reflective teachers. The reflective journal I kept throughout the
implementation of my study proved to be a valuable tool. Journaling helped me to go
back and remember the details from each day, and recall what went well, and what did
not go so well. Many of these details would probably have been lost if I had not stopped
at the end of each day to record my thoughts. These daily details and notes will also
serve as valuable tool in helping me reshape my instructional plan and make it more
successful in the future. In other words, Gil-Garcia and Cintron were right about the
importance of becoming a reflective teacher in order to improve your craft.
Discussion
The purpose of this study was to determine what happens when technology is
integrated into the social studies curriculum. I believe this study is valuable and relevant
due to the growing pressures and expectations being placed on teachers to create a 21st
century learning environment. This action research study revealed that students
motivation and interest level is higher when technology is integrated into the social
studies curriculum. My research also showed that both teachers and students have a
strong desire to integrate technology into the classroom, but due to the lack of time and
poor training provided for teachers, it often becomes challenging. Although there was no
significance between the two groups post test results, this is actually a positive for the
treatment group because they started the study with significantly lower pre tests results
and caught up to the control group. The treatment group grew in their research, visual
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 44
literacy, and presentation skills. Through the process of creating their Glogs the
treatment group had to learn how to find solid information in encyclopedias, books, and
the internet. They learned what types of fonts, colors, and graphics are appropriate to use
when displaying information on topics from the past. And, they learned how to stand in
front of an audience and deliver a presentation over a product they researched and
created. All of these valuable skills may not be seen in the test results, but they were
observed first hand by their teacher.
As a whole, this study exhibited credibility through a process of “structural
corroboration,” which is the use of multiple data sources. The data sources used in this
study were an instructional plan evaluated by a veteran colleague for effectiveness,
dependent and independent t-tests to evaluate the pre- and –post test data results from the
treatment and control groups, a teacher’s reflective journal, and focus groups with bother
students and teachers. This study is fair because it represented the views from a variety
of different sources, as seen in the literature review. The study showed that some of the
findings were in opposition of the literature reviewed, which is also important to the
fairness of the study because it offered different perspectives. An example of this is seen
between the varying opinions from teachers on what concerns and issues they have when
integrating technology. My study revealed that poor training and a lack of professional
development opportunities was a major frustration with teachers when using technology,
and the literature review showed that issues such as plagiarism and not having access to
technology tool was a major concern. I also believe this study provides a sufficient
amount of evidence, or “rightness of fit” to assert certain judgments. The detailed
reflective journal kept throughout this study provides a firsthand look at what I observed
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 45
and experienced through the implementation of this study. It provided direct quotes from
other teachers and students directly involved in the study. The student and teacher focus
groups also allow me to assert judgments because both provide first hand feedback about
the attitudes and opinions that teachers and students have when it comes to technology in
the classroom.
Implications
This study was based on the participation of thirty-eight fifth grade students.
Nineteen of the thirty-eight students participated in an instructional plan that incorporated
technology, and the other nineteen were taught the material in a more traditional manner.
Although the population of participants in this study is much smaller compared to a
similar study mentioned in the literature review, many of the same conclusions were
drawn from both studies. The 2006 MITTEN study for instance, included twenty-five
full time public school teachers, twenty-five pre-service teachers, five faculty members,
and three field supervisors to student teachers. This particular study pooled from a much
larger and broader population, but the results were closely related to those found in this
study. Because of this, the results from this action research study can be generalized to
the larger population.
Several of the themes discovered in this study can be transferrable to other
situations, which proves the “referential adequacy” of this study. For example, one of the
recurring themes in this was that student interest and motivation level was higher when
they were allowed to use technology in social studies class. This theme is transferrable
because if students enjoyed using technology in social studies, chances are they would
also enjoy using technology in science or math class as well. Another transferrable
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 46
theme is many teachers frustration with being poorly trained on how to effectively use the
technology already in their classrooms. If the professional development for educators is
weak when it comes to implementing technology into the classroom, most likely the
professional development for other areas in education is also lacking in effectiveness.
Because of the reflective journaling process used in this study, “catalytic validity”
was ensured. I was shaped and transformed as a teacher in a couple of ways through this
study. First, I discovered the value in being a reflective teacher. There have been many
times in my teaching career where I have flown through a lesson or unit and never taken
the time to reflect and evaluate on how things unfolded. Throughout this study I have
discovered the value in keeping a daily journal to record how things played out in the
lessons taught. By taking the time to reflect on the effectiveness of your instruction you
are allowing yourself to discover what things need to be tweaked or changed, what things
worked well, what you might want to add or even take away for the instructional plan.
The second way I have been transformed as a teacher is by realizing there really is a lot
more to assessing students than just through the traditional paper-pencil tests. I
discovered this after seeing that the pre- and –post test data results came nowhere close to
telling the whole picture. The students who participated in the Glogster project grew and
learned so many valuable lessons that were not measured by the test. Their confidence in
presenting a product they created grew, their research skills improved, and their
understanding of visual literacy was taken to a new level. As their teacher, I was pleased
to see my students grow in these areas, and excited to see their genuine enjoyment in
using technology to learn about topics from the past. This study also played a role in
impacting other teachers and students at my school. An example of this was when the
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 47
science teacher down the hall told me that one of my students had created a Glog in their
free time on a topic that they were learning about in science class. The science teacher
was impressed and said she might think about incorporating Glogster into her own class.
I also was approached by several students who were not in my class about how they
could get a Glogster account. The Principal from my school came to watch several of my
students present their Glogs, and she commented on how great it was to see technology
put into the kids hands. This study was a learning and growing process for me as a
teacher, and the overall implications were positive and rewarding.
Impact on Student Learning
This study is important to student learning because technology is becoming more
and more available and relevant in today’s classrooms. Students in the 21st century are
constantly surrounded by technology outside of school, and are therefore are very
comfortable and excited about using it in school. As stated before, there were three areas
that had an impact on my students learning. The first area of significant growth was seen
in their research skills. Most students already knew how to Google a topic, but many had
tough time discerning good information from bad information. My students also came
into this project with weak skills on how to properly find information in an encyclopedia
or a book. This project helped refine some of those skills as well. Another area of
growth was seen in my student’s visual literacy skills. My kids learned that although it
might be fun to have a bright pink background with flashing shooting stars, it might not
be appropriate if you are presenting information on the Holocaust. This is a skill that I
know I have often taken for granted as a teacher, but is actually quite valuable in this
growing age of technology. It is important that students learn the appropriate ways to
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 48
present information using technology. The third area this study had on my students’
learning was in their presentation skills. I want my students to feel comfortable and
prepared when giving presentations. Before beginning the Glogster presentations, I had a
discussion with my class on the importance of speaking loud and clear, not fidgeting, and
looking at their audience. We talked about how hard they had worked on their projects,
and how important it was that everyone was able to hear and understand their
presentations. I also feel it is important to mention the high level of excitement and
motivation my students had about the topics they were presenting, and I believe much of
this excitement stemmed from using technology to learn and present their information.
Many of my students became very interested in what they were presenting, whether it
was Winston Churchill, the Tuskeegee Airmen, or D-day, the kids were excited about
finding information to put in their Glogs and then share with their classmates.
Recommendations for Future Research
Although I feel this action research study was successful in proving that
integrating technology into the social studies curriculum does increase student
achievement, that does not mean that there were not obstacles faced and things I would
do differently the second time around. One suggestion for future research of this study is
to allow for more time to implement this study. It was difficult to squeeze everything
into the two week time period allotted. Looking back, I would have liked to have had
more time before beginning the project to review research tips and skills with my
students. I also feel it would have been beneficial to attend a workshop or training on
how to use Glogster. I was given a short tutorial on the program prior to implementation,
but after diving into the project with my students, we all discovered that there is so much
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 49
more to the program than we all initially thought. For example, there are ways to upload
podcasts directly into Glogs. This is just one of many examples on how to fully
maximize the Glogster program. My final recommendation would be to increase the
number of participants involved in this study. It would have been interesting to compare
my results with another teacher implementing the same instructional plan into their
classroom.
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 50
REFERENCES
Ayas, C. (2006). An examination of the relationship between the integration of
technology into social studies and constructivist pedagogies. The Turkish Online
Journal of Educational Technology, 5(1). ISSN: 1303-6521
DenBeste, M. (2003). Power point, technology and the web: more than just an overhead
projector for the new century? The History Teacher, 36 (4), 491-504.
Eisner, E. (1991). The enlightened eye. New York: MacMillan.
Gil-Garcia, A. & Cintron, Z. (2002). The reflective journal as a learning and
professional development tool for teachers and administrators (Research Report
No.143). Paper presented at a Conference on Word Association for Case Method
Research and Application.
Hendricks, C. (2009). Improving schools through action research: A comprehensive
guide for educators (2nd ed.). Boston: Allyn& Bacon.
Hodgson, K. (2010). Digital posters: Composing with an online canvas. Learn NC.
Retrieved from http://www.learnnc.org/lp/pages/6542.
LaGrange College Education Department.(2008). Conceptual framework. LaGrange,
GA: LaGrange College.
Manzo, K. (2005). Social studies losing out to reading, math. Education Week, 24(27), 1,.
Retrieved from EBSCOhost.
Popham, W. J. (2010). Classroom assessment: what teachers need to know. Boston, MA:
Pearson College Div.
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 51
Powell, K., & Kalina, C. (2009). Cognitive and social constructivism: Developing tools
for an effective classroom. Education, 130 (2), 241-250. Retrieved from
http://www.projectinnoation.biz/education_2006.html.
Salkind, N. (2010). Statistics for people who (think they) hate statistics. Thousand
Oaks, CA: Sage Publications, Inc.
Taylor, J. & Duran, M. (2006). Teaching social studies with technology: New research
on collaborative approaches. The History Teacher, 40 (1), 9-25.
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 52
Appendix A
Instructional Plan
Peterson, 5th
SUBJECT
Social Studies
January 17th-21st
TOPIC
World
War II
STANDARDS
SS5H6 The
student will
explain the
reasons for
America’s
involvement in
World War II.
a. Describe
Germany’s
aggression in
Europe and
Japan’s
aggression in
Asia.
b. Describe major
events in the war
in both Europe
and the Pacific;
include Pearl
Harbor, Iwo Jima,
D-Day, VE and
VJ Days, and the
Holocaust.
c. Discuss
President
Truman’s
decision to drop
the atomic bombs
on Hiroshima and
Nagasaki.
d. Identify
Roosevelt, Stalin,
Churchill,
Hirohito, Truman,
Mussolini, and
Hitler.
e. Describe the
effects of
rationing and the
ESSENTIAL QUESTIONS
1. Which countries were a part of the
Allies? Which countries made up
the Axis Power?
2. What caused America to enter
World War II?
3. Describe Germany’s aggression in
Europe and Japan’s aggression in
Asia.
4. Key Players: Roosevelt, Stalin,
Churchill, Truman, Mussolini,
Hitler, and Hirohito; what impact
did these men have during World
War II?
5. Explain the changing role of
women and African Americans
during the war?
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 53
DAY
MONDAY
TUESDAY
WEDNESDAY
(REACH
Today)
changing role of
women and
AfricanAmericans;
include “Rosie the
Riveter” and the
Tuskegee Airmen.
f. Explain the
U.S. role in the
formation of the
United Nations.
PERFORMANCE
PROCEDURES
1. Review Standards and EQ’s
2. Explain the Glogster Project
guidelines
 Each student will
draw a famous World
War II person or
event to complete
their project on
 Provide students with
the rubric used for
grading their projects
 Students will attend a
Glogster workshop in
the media center to
become acquainted
with how to use this
new program. They
will be provided with
examples, learn the
different tools
Glogster offers, and
how to manage their
Glogster account
1. Review standards and EQ’s
2. Students will be given this class
period to begin conducting
their research, which will be
used to create their Glogs.
1. Review standards and EQ’s
2. Students will be taken to the
computer lab to begin
composing their Glogs
3. Each student will conference
with the teacher during this
RESOURCES/ ASSESSMENT
TECHNOLOGY
*Activeboard will
be used to
complete
Glogster tutorial
*Students will
use the internet,
encyclopedias,
and books to
conduct research
*Internet to work
on Glogs
*Ticket out the
door-completed
organizer on
famous WWI
person/event
*student/teacher
conferences
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 54
time
THURSDAY
FRIDAY
1. Review standards and EQ’s
2. Students will use the first
half of class to work on
Glogs
3. Students will use the
second half of class to peer
mediate with classmates on
their Glogs.
Glog Peer Conferences
 Students will work in
groups of four
 Each student will share
what they have
completed so far
 After each student
shares, the other group
member will tag that
person
T-Tell something you
liked
A-Tell something your
teammate should add
G-Give your teammate
some friendly advice
1. WWII post test
2. Glogster presentations
*Internet to work
on Glgos
*Completed
TAG
conference
sheet
*Post test,
Glogster
presentations
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 55
Appendix B
Focus Group Questions
Focus Group Questions
(Teachers)
1.
How comfortable are you using technology in your classroom?
2. Approximately how many days out of the week will you use technology in your
classroom?
3. What types of technology are you most likely to use when teaching social studies?
4. Do you think by integrating technology into the classroom that students receive a
better understanding of the information being presented?
5. How often do you allow students the opportunity to put technology into their
hands?
6. What challenges do you face when trying to incorporate technology into your
classroom?
7. What types of training would you like to attend in order to become better
equipped to use technology in your classroom?
8. Where do you think our classrooms will be in the next fifteen years in relation to
technology?
Focus Group Questions
(Students)
1.
Do you like when teachers use technology in the classroom? If yes, then why?
2. What types of technology does your teacher use in his/her class?
3. What is your favorite type of technology to use at school?
4. Do you think that when teachers use technology in the classroom that it makes it
easier for you to understand new topics your learning?
5. What types of technology do you use outside of school?
USING TECHNOLOGY IN A FIFTH GRADE CLASSROOM 56
Appendix C
Reflective Journal Prompts
 Did you feel confident and prepared in your ability to successfully implement this
lesson?
 Were additional skills or information needed to successfully implement this lesson?
 What outcomes did you hope you or your students would achieve through this lesson?
 What were the actual outcomes you or your students achieved through this lesson?
 What worked well?
 What would you do differently next time? What do I need to do to improve the quality
of what I do?
 What is the most important thing I have learned about student learning?
 What is the most important thing I have learned about my teaching?
 What is the most important thing I have learned about my students?
 How can I use my learning to improve student learning in my classes?
 What professional development activities should I be seeking?