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Fourth-grade students' experiences d...

Waring, Scott Monroe.

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Fourth-grade students' experiences during the creation of a technology-enriched community history project.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Fourth-grade students' experiences during the creation of a technology-enriched community history project./
Author:	Waring, Scott Monroe.
Description:	216 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1592.
Contained By:	Dissertation Abstracts International64-05A.
Subject:	Education, Social Sciences. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3091169

Fourth-grade students' experiences during the creation of a technology-enriched community history project.
Waring, Scott Monroe.

Fourth-grade students' experiences during the creation of a technology-enriched community history project. - 216 p.

Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1592.

Thesis (Ph.D.)--University of Virginia, 2003.

This study examined the experiences of fourth grade students in the construction of a community's history in a technology-enriched environment. Observations and interviews examined the students' experiences with technology and their understanding of the processes of historical inquiry during a project that utilized multiple forms of technology to construct a history of the students' local community. The findings indicated the following: the teachers' beliefs towards technology, instruction, and her students impact how technology is used in her classroom; an environment was created in which students took charge of their own learning, worked cooperatively with their peers, and could be creative; the use of technology, in a variety of forms, allowed students to engage in and better understand the process of historical inquiry; the use of technology allowed the students to do things they had not done before, and from the students' perspectives, it made the project better and easier to construct. It also facilitated the collection of data; and the final products indicated that students developed a deep understanding of how to use technology; however, their understandings of the community's history may not have developed at the same pace. This study points to the central role of the teacher in the students' experiences of technology, as she was vital to the successful integration of technology into the curriculum. A second conclusion relates to the fact that while students enjoyed their experiences with technology, achieved a deep understanding of how to use technology, and believed that technology assisted them collecting historical data, they did not acquire extensive historical knowledge about their community and did not use multiple sources of historical evidence to construct a narrative about their community.Subjects--Topical Terms:

1019148
Education, Social Sciences.

Fourth-grade students' experiences during the creation of a technology-enriched community history project.
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100 1 $a Waring, Scott Monroe. $3 1953238
245 1 0 $a Fourth-grade students' experiences during the creation of a technology-enriched community history project.
300 $a 216 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1592.
500 $a Adviser: Stephanie van Hover.
502 $a Thesis (Ph.D.)--University of Virginia, 2003.
520 $a This study examined the experiences of fourth grade students in the construction of a community's history in a technology-enriched environment. Observations and interviews examined the students' experiences with technology and their understanding of the processes of historical inquiry during a project that utilized multiple forms of technology to construct a history of the students' local community. The findings indicated the following: the teachers' beliefs towards technology, instruction, and her students impact how technology is used in her classroom; an environment was created in which students took charge of their own learning, worked cooperatively with their peers, and could be creative; the use of technology, in a variety of forms, allowed students to engage in and better understand the process of historical inquiry; the use of technology allowed the students to do things they had not done before, and from the students' perspectives, it made the project better and easier to construct. It also facilitated the collection of data; and the final products indicated that students developed a deep understanding of how to use technology; however, their understandings of the community's history may not have developed at the same pace. This study points to the central role of the teacher in the students' experiences of technology, as she was vital to the successful integration of technology into the curriculum. A second conclusion relates to the fact that while students enjoyed their experiences with technology, achieved a deep understanding of how to use technology, and believed that technology assisted them collecting historical data, they did not acquire extensive historical knowledge about their community and did not use multiple sources of historical evidence to construct a narrative about their community.
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