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.

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 Math and Science Educaiton

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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