Abstract

The purpose of this study was to find the effectiveness of digital storytelling technology integration through a project-based learning approach using digital stories combined with hands-on guided inquiry science lessons. As a teacher researcher, the focus was on the effectiveness in the performance of second-grade students using higher-order thinking science standards. For a period of ten weeks, the researcher through comparative action research investigated how emergent technology integration improved the performance of two second-grade classrooms implementing three higher-order thinking life science standards. A total of 27 students from two second-grade classrooms volunteered for this research. For the study, a pretest and posttest from Classroom A and Classroom B were utilized for the quantitative data analysis. A web-based rubric was created to assess the science digital story and student journals. The students also completed a self-assessment progression scale at the end of the study. The data collected showed an improvement in the performance of second-grade students using higher-order thinking science standards with technology integration.

Notes

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Graduation Date

2017

Semester

Fall

Advisor

Everett, Robert

Degree

Master of Education (M.Ed.)

College

College of Education and Human Performance

Department

Teaching, Learning, and Leadership

Degree Program

K-8 Mathematics and Science Education

Format

application/pdf

Identifier

CFE0006871

URL

http://purl.fcla.edu/fcla/etd/CFE0006871

Language

English

Release Date

12-15-2017

Length of Campus-only Access

None

Access Status

Masters Thesis (Open Access)

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