Final paper in template

Implementing Project-Based Learning and Multimedia in Elementary Social

Studies Curriculum

A Field Project Presented to the Faculty of the Graduate School of Education

TOURO UNIVERSITY - CALIFORNIA

In Partial Fulfillment of the Requirements of the Degree of

MASTERS OF ARTS

in

EDUCATION

Technology

By

Kelly Hughes

December, 2010

Implementing Project-Based Learning and Multimedia in Elementary Social Studies

Curriculum

In partial Fulfillment of the Requirements of the

MASTER OF ARTS DEGREE

In

EDUCATION

BY

Kelly Hughes

TOURO UNIVERSITY – CALIFORNIA

December, 2010

Under the guidance and approval of the committee and approval by all the members, this

field project has been accepted in partial fulfillment of the requirements for the degree.

Approved:

___________________________ ___________________

Pamela A. Redmond, Ed.D. Date

__________________________ ___________________

Jim O’Connor, Ph.D, Dean Date

TOURO UNIVERSITY CALIFORNIA

College of Education

Author Release

Name: Kelly Hughes

The Touro University California Graduate School of Education has permission to use my

MA thesis or field project as an example of acceptable work. This permission includes

the right to duplicate the manuscript as well as permits the document to be checked out

from the College Library or School website.

In addition, I give Dr. Pamela Redmond permission to share my handbook with others via

the Internet.

Signature: __________________________________

Date: ______________________________________

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Table of Contents

Chapter I.........................................................................................................................................................1

Statement of the Problem..............................................................................................................................3

Background and Need....................................................................................................................................4

Purpose of the Project....................................................................................................................................6

Project Objectives...........................................................................................................................................7

Definition of Terms.........................................................................................................................................8

Summary.........................................................................................................................................................8

CHAPTER II........................................................................................................10

Theory Behind Project-Based Learning.....................................................................................................11

Multimedia and Social Studies....................................................................................................................15

Project-Based Learning and Digital Storytelling......................................................................................16

Benefits and Best Practices of Using Project-Based Learning and Multimedia.....................................17

Summary.......................................................................................................................................................20

CHAPTER III-PROJECT DEVELOPMENT.........................................................22

Background and Project Development.......................................................................................................25

Components of the Project..........................................................................................................................26

Methodology and Project Design................................................................................................................29

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CHAPTER IV.......................................................................................................33

Project Outcomes..........................................................................................................................................34

Proposed Audience, Procedures & Implementation Timeline.................................................................35

Evaluation of the Project.............................................................................................................................36

Limitations of the Project............................................................................................................................37

Conclusion.....................................................................................................................................................38

REFERENCES....................................................................................................40

Appendix: Field Project......................................................................................43

Chapter I

The traditional teaching methods used in classrooms across the United States have

not proven to be effective for some students. Issues that need to be addressed include the

linkage of what’s being taught by teachers, to what students are experiencing outside the

classroom. A more collaborative approach to teaching that allows students to work and

learn together, rather than independently, and improves the long-term retention of

students by making their learning experience more fun and exciting is needed.

Project-based learning (PBL) is an innovative way to help children relate what

they learn in school to their lives outside of the classroom. Unlike traditional learning,

PBL is a student-driven, teacher-facilitated approach to learning. Through project-based

learning, students drive their own learning through inquiry, as well as work

collaboratively to research and create projects that reflect their knowledge (Bell, 2010).

Students select an area of interest and work collaboratively to research the topic, using as

many different types of information as possible. Using a competent model and a specific

audience, they then create a real-world product to share what they have learned (Diffily,

2002). Rather than being prescribed by textbooks, the content and the processes of

learning in PBL are connected to the world outside of the classroom. Textbooks aren’t

completely abandoned, but rather serve only as one resource for students in facilitating

their learning. Technology is often a key component to the PBL process, enabling

students to more effectively interact with the lesson being taught. Digital storytelling and

multimedia are two examples of technology based learning that can be integrated into a

PBL curriculum. PBL should not be looked at as a supplementary activity to support

learning, but rather the basis of curriculum since most PBL encompasses all of the main

subjects including reading, writing, mathematics, science, and social studies. As a result,

the outcome of PBL is greater understanding of a topic, deeper learning, higher-level

reading, and increased motivation to learn (Bell, 2010).

In Project based learning, the role of the teacher and student are not necessarily

reversed, but they are modified. Teachers give up the role of a “dispenser of knowledge”

and “answerer of all questions”. Instead, they serve as mentors, models, and facilitators to

the students in their classes (Diffily, 2002). Teachers who implement PBL in their

classrooms still remain “in charge”; they just use different teaching strategies than more

traditional teachers. Teachers implementing PBL use questioning strategies with all of

their students. Instead of directly answering a student’s question, a project teacher might

respond, I wonder how you might find the answer to that question. Or if you’ve already

checked the books in the room, what else could you do to find the answer? (Diffily,

2002).

The role of students in a project-based classroom is also different than most

traditional classrooms. Students assume the decision-making role about their learning

instead of just following the directives of the teacher. Students work with their teacher to

select a topic for their project, and plan the activities and share their learning. Throughout

the course of a project, students might take part in various different activities such as

researching through books, magazines, or Internet sites to find answers for their

questions, interviewing people who they feel are experts on the topic, plan field trips, or

any other number of activities. All of these decisions are made under the guidance and

support of their teacher (Diffily, 2002).

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The active learning process that is implicit in PBL also takes into account the

various learning styles and preferences of students. The element of student choice allows

students the ability to help decide various aspects of their project, including the tools and

resources they use in their research, how they want to demonstrate their learning in their

final product, and the type of learning environment they would like to work in. A more

reflective child might choose to demonstrate their learning in journal entries that will be

shared with classmates, while a more analytical student might choose to demonstrate

their learning by creating timelines, graphs, and other visual representations to present to

their audience. Students who prefer a quiet working environment might choose to work in

the library, while other students who work better with more external activity might

choose to work in a busy classroom, or outdoor area. Children learn so much about

themselves when they are empowered to make their own decisions (Bell, 2010).

Statement of the Problem

Linking what children learn in the classroom with things they learn and can apply

outside the classroom, is one of the primary objectives of project-based learning. Unlike

the traditional classroom learning environment where the teacher drives the learning,

PBL utilizes a more student-driven approach where the teacher is more of a facilitator.

The traditional approach to teaching and learning doesn’t always work for all

students. Oftentimes, students find it difficult to relate to what is being taught because

there doesn’t appear to be a linkage to what’s going on in their world outside of the

classroom. This learning disconnect can lead to students being less motivated to

understand and solve problems.

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Traditional teaching methods also focus on students working and learning

independently, rather than with other students. This lack of collaboration can result in

some students feeling off on their own, reluctant to ask questions if they feel like they’re

falling behind. They assume that all of the other students understand what is being

taught, and therefore won’t take the risk of being embarrassed by raising their hand and

asking what they fear might be perceived as a dumb question.

A student’s ability to retain what they learn has long been an issue for schools.

Some of this goes back to the problem students have relating what is being taught to other

things in their life, but it also has something to do with the level of fun and excitement

students experience in the classroom. The traditional lecture approach to teaching

requires the students to consistently focus all of their attention on the teacher, which in

some situations doesn’t lend itself to a fun and exciting learning experience. Lecture

approaches don’t lead to long-term retention. “Kids learn it for a week, then forget it.”

(Mergendoller, J.R., Maxwell, N., & Bellisimo, Y. 2007) If the students aren’t enjoying

their learning experience, they’re less likely going to retain what they learn.

Background and Need.

The traditional teaching methods have not proved to have a positive impact on

standardized test scores and graduation rates. The National Assessment of Educational

Progress (NAEP) indicates that there has not been any significant change in test scores

throughout the nation since 1971. At the same time, high school graduation rates

continue to decline, and the current drop-out rate is over 20%. In 2007, 6.2 million

students dropped out of high school, and 1 of 5 high school students in California

dropped out of school in 2008.

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In measuring the basic academic subject proficiency, standardized testing shows

that students engaged in project-based learning outscore their traditionally educated peers

(Bell, 2010). This is partially due to the fact that students involved in PBL solve real-

world problems. They aren’t given problems that merely require memorization of rules or

concepts in order to solve them, rather they apply their knowledge to something more

concrete; something that they will be able to use in their everyday lives. This gives

students more of a sense of ownership of their learning, which in turn increases their

motivation to learn and perform well. In addition, the technology that is used in the PBL

classroom, allows student interaction that was not possible years ago.

In one British study, over the course of three years, students were taught using

traditional math programs at one school, and PBL at another. Results of standardized

testing indicated that three times as many PBL students achieved the highest possible

score on the national exam than the students at the traditional schools (as stated by

Boaler, 1999 in Bell, 2010). The study further indicated that PBL students were able to

answer the basic procedural problems using formulas as their traditionally taught peers,

but were far superior in answering conceptual problems. In another study, eighth grade

students in an inner-city, racially diverse school in Boston, which implemented a PBL

program, exhibited the second highest scores in the district on the Stanford 9 Open Ended

Reading Assessment (as stated by Thomas, 2000 in Bell, 2010).

Project-based learning provides students with a powerful learning experience.

Students feel a sense of pride and ownership of their learning and their projects and in-

turn push themselves to dive deeper into the subject matter. Because PBL is student

directed, and connected with the “real world” outside of the classroom, students are

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motivated to learn, and acquire a deeper and conceptual understanding of subject matter.

PBL can not only be beneficial in increasing test scores, and motivating students, but it

also serves to create a more well-rounded and empowered student.

Purpose of the Project

The purpose of this project is to introduce Project-Based Learning with state of

the art technology into a 4th grade classroom to determine the impact it has on the

student’s learning. The baseline control data will be the student’s past grades and test

scores, and project conclusions will be based on the changes in performance over the

school year. Teacher feedback and program evaluations will also be solicited to help

determine the overall effectiveness.

School teachers are typically passionate about identifying and experimenting with

new methods of teaching that have the potential of increasing student engagement,

participation and self-confidence, and improving their overall performance.

The following issues/questions will be addressed throughout this project:

How receptive will the school be regarding this project and this new method

of teaching?

What will the student’s acceptance level be related to transitioning from a

traditional learning environment to a Project-Based Learning environment?

What impact will PBL have on students who are currently struggling with the

traditional teaching methods? What impact will it have on students who are

currently realizing success in the traditional environment?

Other than test scores and grades, are there other metrics that can be used to

effectively measure the success or failure of the project?

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What are some of the lessons learned during the project and once the project is

completed?

Project Objectives

The objectives of this project were:

Create a handbook to infuse technology into the Interact Gold Rush teaching unit

to include:

o Project implementation process

o Issues and Challenges

o Project Controls

o Project Results

o Lessons Learned

Create an evaluation plan to:

o Identify and document any challenges and obstacles related to the

implementation of PBL in a 4th grade classroom.

o Determine if some students prefer the PBL learning environment over

the traditional method. Attempt to identify any common

characteristics of those who prefer PBL.

o Measure the effectiveness of the PBL process by tracking, trending

and evaluating the performance metrics for each student during the

project (specific milestones) and at the conclusion of the project.

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Definition of Terms

Project-Based Learning – An innovative teaching method that can help students relate

what they learn in school, to their lives outside of the classroom.

Standardized Testing – Nationally approved tests to measure the aptitude of students at

all levels in various subjects.

Stanford Open-Ended Reading Assessment – These valuable open-ended assessments

address important educational objectives best measured with student-constructed

responses.

Performance Metrics – Data points used to determine the progress and performance (i.e.

grades, test scores, etc.)

Summary

Project-based learning is a successful approach to instruction for a variety of

reasons. For one thing, it helps students retain the information they learn. Lecture

approaches don’t lead to long-term retention, “Kids learn it for a week, then forget it.”

(Mergendoller, J.R., Maxwell, N., & Bellisimo, Y. 2007). Another reason project-based

learning is useful is because it engages students’ interest and motivates them to learn.

One of the main reasons kids drop out of school is because they’re bored. With project-

based learning, students are encouraged to explore their own interests and to make

connections to the world beyond school. “I can’t tell you how many times I have heard,

‘Why am I learning this? This is a waste of time. What’s the point?’ Project-based

learning gives you a way of answering those questions,” (Kantrov, as cited in Nastu,

2009). Project-based learning also encourages a deeper level of thinking by involving

students in answering questions for themselves, making connections, and using analytical

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skills. “When I’m doing project-based learning, I’m looking at taking the ‘whole’ apart

and looking at the pieces. That’s problem-solving, the ability to analyze information by

putting it together in a new way to solve the problem,” (Walkington, as cited in Nastu,

2009). Technology can also be a very powerful tool when integrated with project-based

learning. Walkington is the vice president of sales and marketing for Sebit LLC, which

produces an online learning solution called Adaptive Curriculum. Adaptive Curriculum

is an interactive, web-based software product that allows students to conduct scientific

experiments, in realistically rendered surroundings, that are substitutes for actual

experiments that might be dangerous in real life or when they require costly equipment.

The virtual experiments help students develop standards-based scientific inquiry skills.

“In project-based learning, instead of answers being provided to students, [students] have

to do experiments to come up with the solutions.” (Walkington, as cited in Nastu 2009)

What’s more, project-based learning can help students develop the same kinds of 21st-

century skills— such as problem solving, critical thinking, communication, collaboration,

and creativity—that today’s employers covet. Tackling long-term, student-led projects

can help students build real-world skills and knowledge.

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Chapter II

The purpose of this study was to introduce Project-Based Learning (PBL),

including a technology component into a 4th grade classroom to determine the impact it

has on the student’s learning. PBL is widely known as an innovative, creative and

popular teaching method that helps students better relate what they’re learning, to their

lives outside of the classroom by giving them real-world problems to solve. Rather than

using textbooks exclusively to assist students with understanding lessons, textbooks are

merely used as one of many tools or resources that the teacher utilizes to ensure students

comprehend and understand what they’re being taught. Technology can be used to

effectively supplement and compliment the use of traditional textbooks. The role of the

teacher changes from the traditional stand-in-front-of-the-classroom and lecture style, to

more of a mentoring style for the students; someone who provides information and

answers questions for the students, but doesn’t dominate the discussion. The role of the

student is also much different in a PBL environment. Students are expected to work with

the teacher to select projects they would like to work on, actively participate in project

activities, and become part of the decision-making process throughout the project. This

study was created to determine the effectiveness of PBL. Does this teaching method

work for all students? How easy will it be for students to accept PBL and transition into

a new classroom environment? What are the key issues, obstacles and challenges

associated with the implementation of PBL? And finally, how does PBL impact the

student’s overall performance in the classroom, and how can this best be measured?

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The four key themes for this chapter are:

1. Theory behind Project-Based Learning

2. Multimedia and Social Studies

3. Project-Based Learning and Digital Storytelling

4. Benefits and best practices of using Project-Based Learning and Multimedia

Theory Behind Project-Based Learning

Project-Based Learning is not a new concept. It is rooted in the learning theory of

constructivism based upon the work of three predominant philosophers of the 19th and

20th centuries: John Dewey, Lev Vygotsky, and Jean Piaget. John Dewey believed the

process of learning should be social and hands-on and emphasized the importance of

incorporating children’s past experiences into teaching so they can connect these

experiences to the new information being learned. Dewey believed that the role of the

teacher in a classroom was not to stand and lecture but rather act as a facilitator and a

guide. This type of active learning, according to Yaron Doppelt (2003) is an “educational

approach that puts pupils at the center of the learning process and recognizes the variance

between learning styles” (p2).

Like Dewey, Lev Vygotsky emphasized the interactive learning approach through

his theory of social constructivism. He argued that children’s understanding is shaped

through interactions between people in relation to the real world, not only through

adaptive encounters with the physical world (Edwards & Mercer, 1987). However,

unlike Dewey, Vygotsky placed more emphasis on the role of the teacher in the learning

environment. While Dewey proposed a more student-driven environment, Vygotsky

believed that it was important for the teacher to act more as a guide to the scaffold of

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subject matter content he/she creates for students, providing assistance to the learner and

asking leading questions over time. This approach allows students to become increasingly

independent and self directed.

Jean Piaget focused more on the cognitive area of constructivism and is one of the

more noteworthy contributors to the philosophy of constructivism. Piaget’s theory of

cognitive constructivism consists of developmental stages that individuals pass through

as they grow. At each stage, children have different interests and therefore it is important

for the teacher to plan developmentally appropriate lessons. Piaget also argued that

humans can’t be given information and simply understand it, but rather they must

construct their own knowledge and build upon it through experience (Clark, 1999).

It is a combination of these constructivist thinkers’ learning theories that make up the

current practice of Project-Based Learning. The idea behind PBL is that all students are

different, and different teaching methods are necessary to reach all students, in particular

low-achieving students. Yaron Doppelt (2003) provides details regarding a study

involving 54 low-achieving high school students. The study centered around what was

called an Intervention Program that included three goals related to raising teacher’s and

student’s self-image and motivation, introducing PBL into the classroom, and improving

students’ success with passing the national examinations so they could eventually

advance to college. Since these students were considered low-achievers, they were

placed in a different curriculum track (called the Electricity Track) than other students

and, as a result, their learning expectations and the expectations of their teachers were

very low. Quotes from students included, “All my friends think I am too stupid to learn

other topics” and “People think that the Electricity class is only for weak pupils who

12

should be thrown out of school.” The Intervention Program involved the introduction of

PBL to both teachers and students, both of whom were initially very skeptical. Once the

program began to take hold, however, the students and teachers not only accepted this

new approach to teaching, but they embraced it. The students felt more involved in their

learning because they were able to participate in the decisions that impacted the

curriculum. Doppelt noted that, “Pupils will not reach true learning in school if the

school continues to decide for the pupils what and how to learn” (p. 2).

The Intervention Program would not have realized success had the teachers and

the students not accepted their new roles. Doppelt observed, “The teachers changed their

role in class to creative mentors who foster pupils’ competencies, instead of guarding and

nurturing the pupils who continue to come from the low-achieving population at the

school” (p.16). She went on to say that, “Pupils act according to the school’s

expectations, and the teachers have a crucial role in changing the school’s attitude to

extract the pupils from the cycle of failure” (p.16). It should be noted that all 54 students

performed above average (by high school standards) as a result of this program, and all of

them successfully passed the necessary testing for college eligibility.

Dresden and Lee (2007) summarized how PBL improved the learning of first-

grade children. The study compared student learning and performance in a traditional

teacher-directed science unit on animals versus a project-based unit on chicks. The

traditional curriculum was planned and developed exclusively by the teacher, whereas the

project-based curriculum involved joint planning by the teacher and the students. The

results of the study were indicative of the benefits of PBL. The students from both

classes learned at a level that allowed them to successfully pass the standardized

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achievement tests, but the students in the project-based environment appeared to have a

better grasp on their subject/topic. Their level of comprehension, based on observation,

was superior to the students from the traditional classroom environment. Dresden and

Lee concluded that, “Our brief exploration of the Project Approach also provides

evidence that children become more engaged and perform at more advanced academic

levels when involved in active, meaningful, and connected educational experiences”

(p.7). The authors encouraged classroom teachers to accept the Project Approach, and to

utilize it whenever possible.

One of the keys to PBL is creating a learning environment that students can relate

to the world they live in. Gultekin (2005) stated that “Project-based learning can be

defined as a learning approach based on the principle that students work on real life

issues/problems individually or in small groups to produce concrete outcomes” (p.2).

The research indicates that different experts have varying opinions related to the roles of

teachers and students in a PBL environment, but all seem to agree that students need to

be able to personally relate to what they’re being taught, either with past experiences in

their lives, or with things they are familiar with in their world. Therefore, it is important

to customize the curriculum to the students, and utilize new and creative tools, such as

technology to teach the children. In other words, a “one size fits all”, or a “cookie cutter”

approach will not likely effectively reach all students.

Another implication of this research was the importance of establishing a control

group in order to effectively evaluate the program at its conclusion. Ideally, two classes

would be involved in the study. One class would use the traditional teacher-led method,

while the other class used the Project-Based Learning method with some integrated

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technology. At the conclusion of the study, student progress and learning could then be

measured to determine the effectiveness of both teaching methods. Without the control

group, the overall evaluation and assessment of the study would be difficult at best.

Multimedia and Social Studies

The traditional classroom environment involves the use of very few teaching

resources with limited creativity. For the most part, the teacher relies heavily on the

lecture in order to teach the students. PBL by comparison, utilizes other resources

including technology in order to effectively reach all students. In a study conducted by

students at the University of Connecticut and Harvard University (Ioannou, Brown, &

Gehlbach, 2007), it was stated that, “Students in K-12 often have negative attitudes

towards their social studies classes, feeling these classes are boring and irrelevant to their

lives”(p.1 ). The authors of the study introduced multimedia, and described it as, “the

presentation of material using both words (spoken or printed) and pictures (e.g. maps,

graphics, animation, diagrams, videos)” (p.1). The study that was described in the

research paper involved 268 students from 15 middle school classes across the country,

who participated in a 6 week simulation as part of their Social Studies curriculum. The

students were split into teams, and each team was assigned a country to research

(international economies, human rights, world security, etc.). Half of the teams were

provided text-based materials to use, while the other half was provided multimedia

materials. Pre and post tests were conducted to assess the student’s knowledge, interest

and attitude related to their assigned country and Social Studies in general. The results

were somewhat mixed. The students who were provided the multimedia material did

perform at a higher level than the other students with respect to test scores prior to and

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after the six weeks, but the difference was not considered statistically significant. On the

other hand, when measuring the student’s post-simulation interest in Social Studies and

their overall attitude towards the subject, the students with the multimedia materials

showed statistically significant higher scores than those with text-based materials. This

led Ioannou, Brown and Gehlbach to conclude that multimedia-based instruction is more

effective than traditional text-based instruction in increasing student learning, interest,

and attitude.

It is important that test scores are not be the only performance indicator used to

determine the success or failure of PBL. A comprehensive assessment needs to be

conducted at the beginning of the unit and at its conclusion. In addition, a method must

be developed to accurately measure less quantifiable learning improvements, such as a

student’s interest in Social Studies, and his/her overall interest in the subject.

Project-Based Learning and Digital Storytelling

Storytelling is one of the oldest methods of communicating ideas and lessons, and

many stories are passed down from generation to generation. Digital storytelling,

however, has not been around as long, but has proven to be a very effective teaching

method in a PBL environment. Sonia Gakhar and Ann Thompson (2007) describe

Digital Storytelling –

“Digital storytelling involves telling stories and sharing information

through multimedia. It is a medium that enhances the capacities of stories

to leave an everlasting impression on children by using multimedia such

as visual (images, photos, drawings, backgrounds, texts, transitions,

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effects) and audio (narrative/voice, sound/music)” (Gakhar & Thompson,

2007, p.1).

Gakhar and Thompson argued that a lesson plan that includes digital storytelling is an

important tool and resource, in conjunction with active interaction by all students. They

contended that the inclusion of digital storytelling enhances the student’s learning

experience and the information shared is more meaningful for the students. Digital

storytelling created a learning environment that is centered on learning, knowledge,

assessment, and community.

Wan-Chi Wu and Ya-Ting Carolyn Yang (2008) reinforced Gakhar’s and

Thompson’s argument in their research paper. Wu and Yang described digital

storytelling – “Digital storytelling takes the ancient art of oral storytelling and engages a

palette of technical tools to weave personal tales using images, graphics, music, and

sound mixed together with the author’s own voice” (p.1)

Based on the research, digital storytelling can be a key element of the PBL unit.

It is important, however, to ensure that the students are fully engaged and interact with

the storytelling, and not just sit back and look and listen as the teacher presents the

information. It is important for the students to not only personally relate to the

storytelling material, but to assist the teacher in the development or creation of the

material. Increased levels of student participation with the design of the digital

storytelling will likely lead to an improved learning experience.

Benefits and Best Practices of Using Project-Based Learning and Multimedia

This literature review has illustrated how the use of PBL and multimedia has a

significant, positive impact on student learning when used independently. There are also

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many examples of how PBL and multimedia have successfully improved the learning and

performance of students when used in tandem. Engaging students as multimedia

designers is a type of project-based learning. Rather than simply learning the basics of

multimedia programs such as Microsoft Power Point or Adobe Photo Shop, students

actually create or design a project in the chosen program centered on a selected area of

study. As designers of multimedia, learners are given the opportunity to be creative and

actively pursue their own intended goals. In their study, Middle School Students as

Multimedia Designers, Min Liu and Yu-Ping Hsiao (2002) found that student

engagement and understanding was increased when they were placed in the designer’s

position rather than merely learning the technical skills and creating a project. “The

emphasis is on using multimedia tools to assist in processing information meaningfully

and in integrating new knowledge with prior knowledge” (p.313). The study by Liu and

Hsiao was broken into 3 phases. During phase one, the goal was simply to learn about the

different features of the software program. Phase two focused on working in groups and

creating large multimedia presentations. In this phase, students were involved in

planning, designing, producing, and revising their project. In each team, students

assumed various roles such as researcher, graphic artist, programmer, project manager,

and audio/video specialist. When each team had completed their project, it was presented

to the rest of the class for evaluation. In addition, students took a field trip to a local

multimedia production company for first-hand experience of what it was like to be a

multimedia designer. In phase three, students used the skills they acquired in the

previous two phases to create a web site for their school. While direct guidance and

instruction were provided throughout the first two phases, in phase three this guidance

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faded out so students could apply their skills and make their own decisions. The results

of this study showed that engaging students, when given both opportunity and

responsibility, can have a positive impact on their cognitive skills acquisition. Pedro

Hernandez-Ramos and Susan De La Paz (2009) argued that classroom interactions should

engage students in activities that give them a sense that their school-acquired knowledge

is relevant in real world situations. Simulating the classroom as a multimedia production

house and allowing students to work like professionals, help them to see the value and

relevance of what they are learning (Liu & Hsiao, 2002). Peer collaboration is also

essential for multimedia development. By working in a group and taking on a specific

role, afforded the students the opportunity to learn from one another and appreciate the

value of teamwork.

Integrating multimedia into PBL experiences allows for new possibilities for

involving students in work that is meaningful and engaging. Exposure to commercially

available multimedia software has the potential to yield significant positive effects on

student achievement (Hernandez-Ramos & De La Paz, 2002). “Regular opportunities to

work with technology in PBL are more likely to result in sustained improvements in

student achievement” (p.169)

Including multimedia, such as digital storytelling in a PBL unit will lead to an

improved learning environment. Students, however, must be given the opportunity to not

just learn about the technology, but also to utilize the technology to design their project.

This high level of participation will also likely lead to the student’s ability to personally

relate to what they’re learning, and consequently, their level of comprehension will be

increased.

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Assigning students specific and active project roles also needs to be an important element

of the PBL unit. The teacher should provide guidance and instruction early on in the

study, but then must allow the students to take on increased responsibilities, which in-

turn will result in them accepting more ownership for their learning.

Summary

Based on the research literature, it appears quite obvious that the project-based

learning method has demonstrated great potential as an alternative to the traditional

teacher-led program. This interactive approach, with a high level of participation from

the students, appeared to be ideal for a 4th grade Social Studies class. Research indicated

that the student’s ability to relate what they’re learning to the world they’re living in,

results in an enriched learning experience for students at all levels (Edwards & Mercer,

1987). Allowing students to participate in the design of the curriculum, and specific

projects that they will be working on, is an important element of PBL. The curriculum

must be more student-driven than teacher-driven. Students not only perform at a higher

level in this environment, but they acquire an increased interest in the subject and have a

more positive attitude about what they are learning.

The challenge with PBL is that the teacher and the students are required to assume

very different roles, compared to the traditional classroom environment. It is essential

that the teacher is open-minded about the new approach, and that he/she communicate

this openness and positive attitude to the students (Vygotsky as cited in Edwards &

Mercer, 1987). By the same token, the students must embrace this new teaching method,

and in many cases, go outside of their comfort zone in order to meet the increased

participation and interaction expectation needed for success.

20

The introduction of multi-media and storytelling will be essential components of

the 4th grade study. There is adequate research that suggests that students learn at an

accelerated rate with these tools, and are able to more effectively comprehend the lesson

that is being taught (Hernandez-Ramos & De La Paz, 2002).

There is certainly enough research and actual studies that demonstrate the

effectiveness of PBL in a 4th grade Social Studies class. Implementation of the program

will not come without challenges, but the benefits of addressing these challenges and

overcoming some of the anticipated obstacles will be extremely rewarding for both the

teacher and the students. The following chapter will focus on the actual project

development for a 4th grade study, including specific components of the project, roles and

responsibilities, and project evaluation.

21

Chapter III

Project-based learning in the elementary classroom is a non-traditional, yet

creative method for teaching students, particularly those students who have found the

traditional methods to be challenging with respect to their learning experience. The

classroom environment changes with project-based learning, in that the students

themselves become much more engaged in the learning process. It is essentially a

student-driven process, where the teacher acts more as a moderator and facilitator,

allowing students to have input into the specific curriculum. In the traditional classroom,

the teacher stands in front of the students and essentially lectures the students and asks

questions to ensure they comprehend the subject matter. For the most part, the discussion

is one-sided, with the teacher dominating the time. In a project-based classroom, both the

teacher and the students have active roles, and the students help shape what happens in

their classroom.

Project-based learning also takes into account the various learning styles and

preferences of students, and recognizes that many students are not able to thrive and

realize success with traditional styles of teaching. For those students who are more visual

learners, the project-based learning classroom, especially when technology is integrated

into the curriculum, can accommodate this, as well as those who prefer other teaching

styles. In other words, project-based learning provides a much more flexible classroom

learning environment, addressing the needs of all students, rather than only those who

can adapt to traditional teaching methods.

Another benefit of project-based learning is that it links what students are being

taught in the classroom with things that are familiar to them in their world outside of the

22

classroom. Student comprehension is greater because it’s easier for students to relate to

what they are learning; it makes it more real for them. Students also learn more as a

group as opposed to independently in the traditional classroom. This group learning

approach makes it more comfortable for students to ask questions and collaborate with

other students in areas they find most challenging.

Finally, the results of project-based learning have been impressive. Some studies

have shown that students who are taught in a project- based learning environment,

achieved higher scores in standardized tests. In addition, tests have shown that students

retain what they’re taught at a higher rate when the project-based learning method is

used.

There is a tremendous amount of literature written on project-based learning.

Some of this literature suggested that learning should be a more social experience and

should be more hands-on than traditional methods offer (Doppelt, 2003). It also argued

that the classroom curriculum should incorporate past, real experiences of the students

into the lesson plan, because connecting what they’re learning to these experiences

increases retention and enhances the overall learning experience (Edwards & Mercer,

1987). Jean Piaget, a twentieth century psychologist, believed in the importance of

interactive learning, and that children’s understanding is shaped through interactions

between people over time in relation to the real world. At different stages in their lives,

children have different interests. It is therefore important for the teacher to develop

lesson plans that recognize and address these stages. The argument also indicated that

people cannot be lectured on a subject or given information, and be expected to

23

understand it; they need to be able to relate to the information and connect it to their

experiences (Doppelt, 2003).

Research also indicated that project-based learning is particularly effective for

historically low-achieving students. Since all students are expected to participate in

decisions that directly impact the curriculum, they feel more accountable for making it

successful, and they take more ownership with the lessons. This sense of ownership

helps lower-achieving students feel more comfortable and confident in the classroom and

with their classmates. The increased level of confidence leads to a higher level of

engagement and consequently, higher levels of performance.

Experts seem to have different opinions regarding the specific or exact role of the

teacher in the project-based learning classroom, but they all agree that the teacher must

work to customize the curriculum to the students in his/her class in order to increase the

likelihood of the students connecting the lesson to other things they are already familiar

with. The use of technology in the classroom is one effective method that teachers can

utilize for this customization effort. Digital storytelling and multimedia are just two

examples of technology that replace the traditional lecture teaching methods, leading to a

more exciting, creative and enriching experience for all students. There is certainly

enough research and actual studies that demonstrate the effectiveness of Project-Based

Learning. Implementation of this method will not come without challenges; however, the

benefits for both students and teachers appear to be significant.

24

Background and Project Development

The traditional teaching methods seem to work well with most students, but all

too often these methods appear to leave too many students behind, or at a minimum,

many students are not able to achieve their full potential with respect to learning and

preparing themselves for future educational challenges. Project-based learning engages

all students in the classroom by getting them involved in the design of the curriculum,

adding a more interactive approach to lesson plans, and helping students connect what

they are learning to things they are already familiar with. It also seems to create a more

stimulating and fun learning environment for students, which can result in a higher level

of learning. There are various ways to implement project-based learning in the

classroom, including those that introduce new technology to the students; technology that

leads to a more interactive approach. Digital storytelling is one of the methods that can

be very effective in teaching Social Studies to elementary school students, because it has

the potential of reaching students with different teaching/learning preferences. Those

students who thrive in the traditional classroom setting will appreciate the digital

storytelling technology, because it will likely be seen as another tool that teachers can

now use; similar to when teachers moved from using strictly textbooks, to a combination

of textbooks and videos. Visual learners will very much appreciate this technology

because they will not only be able to see what the teacher is referring to during the lesson,

but they will also be able to interact with it.

In addition to addressing the learning preferences of the students, digital

storytelling also increases the flexibility a teacher has during the year, assisting them with

fairly structured curriculums. For example, the 4th grade curriculum schedule requires

25

teachers to cover the California gold rush during a certain time of the year. If there is a

scheduled field trip to an historic gold rush site prior to the unit being taught, the students

would benefit from advanced education, history and background prior to the field trip.

Digital storytelling will assist with this because it allows the class to virtually visit

locations like California gold rush sites at times that are more convenient, and more

closely linked to the curriculum. Project-based learning will be a tremendous

enhancement to the learning environment for the students, and will result in a higher level

of performance for the entire class.

Components of the Project

PBL can be an engaging method for elementary school students. Many studies

indicated that student engagement and performance were shown to be higher across the

board for students, and those students found the classroom environment to be much more

enjoyable and enriching (Dresden & Lee, 2007). Selecting and integrating technology

into an established project-based learning classroom is not as easy as simply introducing

the new technology to the students with the hopes that it will improve their overall

learning experience. The lack of thoughtful and careful integration into the classroom

appears to be one of the reasons why digital technology has not caught on in education,

when compared to the business world.

Punya Mishra and Koehler (2006) provide some insight and argue that all too

often teachers tend to only look at the technology and not how it should be appropriately

used in the classroom. They discussed the merits of a conceptual framework for

educational technology by building on Shulman’s (1986) formulation of pedagogical

content knowledge. This framework was developed by Shulman after years of research

26

focused on the development of teachers in higher education. Shulman indicated that

“pedagogy”, which is the study of being a teacher, or the process of teaching, is just as

important as the course content. He argued that all too often teachers view the course

content and the pedagogy as mutually exclusive, yet he feels it’s critical that the two are

connected. This intersection, as Shulman described it, “contains within it the most

regularly taught topics in one’s subject area, the most useful forms of representation of

those ideas, the most powerful analogies, illustrations, examples, explanations, and

demonstrations – in a word, the ways of representing and formulating the subject that

makes it comprehensible to others”. Mishra and Koehler admitted that Shulman didn’t

refer directly to the integration of technology into this model, but they believed it was

only because of the timing of the research; technology and the availability of it was not

nearly as prevalent as it is today. Mishra and Koehler felt strongly that the pedagogical

content knowledge model needs to integrate not just content knowledge and pedagogical

knowledge, but technological knowledge as well. The intersection of these three, known

as technological pedagogical content knowledge (TPCK), is powerful, and “is the basis of

good teaching with technology”. The authors concluded that “the TPCK framework can

guide further research and curriculum development work in the area of teacher education

and teacher professional development around technology”.

The objective of this project was to create a handbook to provide detail on how to

effectively infuse technology into an existing Interact Gold Rush teaching unit to include:

Project Elements

o Issues and Challenges

o Project Controls

27

o Project Results

o Lessons Learned

The research and literature contributed to the formation of product to meet these

objectives. For example, Dresden and Lee (2007) explained how project-based learning

was used in one 1st grade classroom, and student performance of the experimental group

was compared to another 1st grade classroom that used a more traditional teaching

method. The results showed that the project-based learning students performed at a

higher level than the students in the traditional classroom. This type of controlled-group

study provided a model for this project and was very useful in designing the 4th grade

Social Study project.

A study conducted by students at the University of Connecticut and Harvard

University (Ioannuou, Brown, & Gehlbach, 2007) explained how students in K-12 often

have negative attitudes towards their Social Studies classes, indicating that the classes

were boring and didn’t relate to their lives or the world they live in. After the authors

introduced Multimedia into the curriculum (use of maps, graphics, animation, videos,

etc.), the students performed at a higher level than they did before (and higher than a

control group). The experimental group showed statistically significant higher scores on

Social Studies tests. The authors concluded that the overall experience of the students

was enhanced and their attitude related to the subject of Social Studies was much more

positive. This study assisted with the design of the Digital Storytelling technology

approach to 4th grade Social Studies curriculum and provided guidance on the evaluation

plan to determine the effectiveness of this new teaching method.

28

Methodology and Project Design

The project was targeted for a 4th grade Social Studies class. It was discussed

with the 4th grade teachers at a J.H. Elementary School, and they expressed interest in

participating in any way that would result in a successful project. Ideas from these

teachers were solicited, and their input and ideas were incorporated into the final project

design. In addition, Digital Storytelling was experimented in a 1st grade classroom, and

was very useful. More importantly, students’ attention level and engagement was

significantly increased.

Project Design – Digital Storytelling was the methodology chosen to enhance the

existing project-based learning curriculum due to its interactive features and because it

encourages students to not only increase their classroom participation, but allows them to

be much more creative in the way they think and learn. The existing project-based

learning curriculum, which utilizes the Interact Gold Rush simulation, had proven

success with increasing the engagement of the students, but it lacked the utilization of

technology which has the potential to take learning to the next level. As mentioned

earlier, Mishra’s and Koehler’s (2006) research paper referred to the importance of a

teacher’s Content Knowledge and Pedagogical Knowledge, but they contended that the

integration of Technological Knowledge would lead to higher learning. They recognized,

however, that oftentimes the introduction of new technology can be both challenging and

threatening to some teachers: “Though not all teachers have embraced these new

technologies for a range of reasons, including a fear of change and lack of time and

support – the fact that these technologies are here to stay cannot be doubted” (p.1023).

For those teachers who are willing to consider the adoption of state of the art technology

29

in their curriculums and classrooms, they can expect to find it enriching to both the

students and themselves.

Potential Issues and Challenges - Project-based learning can be difficult to

implement as a new and relatively inexperienced teacher because the expectation is that

multiple subjects will be integrated into a single inquiry. Therefore, it is important for

the teacher to feel comfortable with the subject matter. Effective time management is

another challenge because at first glance, project-based learning might appear to be very

time consuming to just get through one inquiry. Finally, since the traditional grading

system doesn’t apply neatly to project-based learning, a new and innovative student

assessment/evaluation process must be developed to measure the progress and

performance of students.

Evaluation of Project Results – It is recommended that evaluation of the project

be accomplished by comparing the historical performance of individual students and their

level of engagement prior to and after participating in the project-based learning

environment. It is quite possible that a control group could be established to assist in the

project evaluation. Ideally this control group would be a separate 4th grade class that uses

the traditional teaching methods. A final report comparing the data on student

performance should be completed and shared not only with 4th grade teachers, but also

with other teachers of all grades, so that they have an opportunity to assess the results and

decide whether project-based learning, enhanced by digital storytelling would be

appropriate for their students. Examination of the project-based learning implementation

process and its effect upon students and learning should include:

Identify and document any challenges and obstacles related to the

30

implementation of Project-Based Learning (PBL) in a 4th grade classroom.

Observe if some students prefer the PBL learning environment over the

traditional method. Attempt to identify any common characteristics of those

who prefer PBL.

Measure the effectiveness of the PBL process by tracking, trending and

evaluating the performance metrics for each student during the project

(specific milestones) and at the conclusion of the project.

Lessons Learned – During the initial implementation of Digital Storytelling in a project

based learning curriculum, there undoubtedly will be lessons learned along the way.

Lessons learned will be solicited from both students and teachers, and their feedback will

be captured and considered as the curriculum is modified and improved for future users.

Evaluation Tools/Forms- The assessment rubrics (see Appendix) created for this project

address the three main evaluation goals stated previously. Teacher and student feedback

will be solicited through the use of separate surveys that will capture both the positive

and negative aspects of the overall project. In addition, a teacher’s blog site will be

established to capture lessons learned and other miscellaneous feedback. Student

performance will be measured through the use of both self evaluation forms as well as

assessment rubrics, which will be included in the project handbook.

Summary

Project-based learning has proven to be an attractive alternative to traditional

teaching methods and the introduction and integration of technology into the project-based

learning curriculum has great potential to enrich the learning experience of both the

students and the teacher. Technological Knowledge, Pedagogy Knowledge and Content

31

Knowledge, when combined, accepted and offered by the teacher, can create a learning

environment that increases the creativity and confidence of the students. In addition,

studies demonstrated that this new approach to teaching leads to impressive and higher

levels of overall performance. The flexibility that project-based learning provides,

especially with technology, will also assist teachers as they work with a rather structured

curriculum schedule. The design of this project attempted to infuse the results of the

research already completed to expand the existing project-based learning curriculum of the

4th grade Social Studies class, including the introduction of digital storytelling.

32

Chapter IV

Project-based learning is a teaching method that assists all students to realize their

full learning potential. Although to a great extent the traditional classroom teaching

methods are effective for most students, too often they don’t address the needs of

students who require extra attention or those who are more academically advanced than

others in the class. In a project-based learning environment, the roles of the teacher and

students are not reversed, but they are modified in such a way that the students are

expected to assume a much more active role, and the teacher becomes more of a

facilitator than a lecturer. Increased participation by the students leads to a higher level

of engagement, which in-turn has a positive effect on the student’s desire and ability to

learn. Since the curriculum in a project-based classroom focuses on things that students

are already familiar with outside of the classroom, what is being taught in the classroom

resonates more with them, and consequently they realize more success in comprehending

the lessons.

A significant amount of research is available on project-based learning and, with

very few exceptions, the conclusions indicate that this method, especially when

technology is used, proves to be very effective (Hernandez-Ramos & De La Paz, 2002).

Studies demonstrated that students who participated in a project-based curriculum

realized higher scores on standardized tests, and when surveyed, the students indicated

that their level of satisfaction and enjoyment in the classroom were much higher than in

the traditional classroom (Boaler, 1999).

33

Project Outcomes

The initial objectives of this project included:

Create a handbook to infuse technology into the Interact Gold Rush teaching

unit to include:

o Project implementation process

o Issues and Challenges

o Project Controls

o Project Results

o Lessons Learned

Create an evaluation plan to:

o Measure project success

Identify and document any challenges and obstacles related to

the implementation of PBL in a 4th grade classroom.

o Measure student success

Determine if some students prefer the PBL learning

environment over the traditional method. Attempt to identify

any common characteristics of those who prefer PBL.

Measure the effectiveness of the PBL process by tracking,

trending and evaluating the performance metrics for each

student during the project (specific milestones) and at the

conclusion of the project.

A number of evaluation tools were created to meet these needs which are discussed in

detail in the evaluation section of this chapter. The Appendix contains the digital

34

sstorytelling/technology handbook to accompany the Interact Gold Rush simulation. The

handbook contains supplemental lessons to be used in conjunction with the Interact daily

lesson plans. These supplemental lessons enhance various Interact lesson plans by adding

the technology component. The Interact lessons were determined to be of high quality in

terms of content; they just lacked the innovative technology necessary to make the

program more current and up to date. The project was designed to address all of these

objectives and more. Students should find it relatively easy to transition from the

traditional classroom environment to the project-based learning classroom. It is hoped

that student participation, especially with the historically low-achieving students,

increases significantly, and overall student engagement improves.

The project implementation should be relatively smooth, but challenges are bound

to surface. One significant obstacle that could arise is the acquisition of the technology

necessary to be able to integrate digital storytelling into the curriculum, especially during

a time when school districts are cutting back in many areas. The school district, other

teachers and parents aren’t expected to be obstacles, but it is fair to say that there will be

a number of skeptics along the way who won’t be convinced that this new teaching

method will work, and feel that project-based learning is too new and untested. It is

hoped that these skeptics will also be open-minded, and will see the positive influence the

new teaching methods have on the students.

Proposed Audience, Procedures & Implementation Timeline

The primary audience for this project includes the teacher and students of a 4th

grade Social Studies class. Secondary audiences include the students and teachers of

other 4th grade classes not participating in project-based learning.

35

The procedures related to the project were developed as an expansion of a

curriculum that was previously tested in a 4th grade classroom. The introduction and

integration of a gold rush simulation into the Social Studies curriculum proved to be very

effective; however, it didn’t include a technology component. The results of this project

added steps to the Interact Gold Rush simulation, and included a project schedule and

timeline, and a project evaluation process.

At J.H. Elementary it is expected that the project timeline would start in March of

each year when the California curriculum standards concerning the gold rush are

addressed. This timing allows the formal project to be introduced into the Social Studies

curriculum focused on the California gold rush, prior to the student’s spring field trip to

Coloma, California where gold was first discovered in California. This schedule will

provide adequate time for the students to experience the gold rush through the use of

digital storytelling, so that when they visit Coloma, they can better relate to what they

experience.

Evaluation of the Project

The evaluation of the project was designed to be two-fold. The first step of the

evaluation was focused on the initial project objectives to determine if each project

objective was met and the effectiveness of each. Participating teachers will be asked to

complete a survey that will address the objectives and effectiveness of the newly

designed curriculum, and will also be asked to provide comments and recommendations

that will assist in any re-design efforts. A blog site will also be established to capture

feedback, lessons learned and miscellaneous feedback from teachers.

36

The second step of the process focuses on the performance of the students

themselves. One part of the student performance evaluation compares actual test scores

and grades achieved in the project-based learning class, with Social Studies scores and

grades achieved by the students when they were taught with the more traditional teaching

methods. In order to compare to another control group, the standardized test scores of the

students in the project-based learning classroom are compared to 4th grade students in the

other classes that are not involved in the project. Another, less objective assessment of

the project focuses on the overall participation and engagement of the students involved

in the project, and their opinions related to the new teaching method.

Lessons learned during the project evaluation should be used to modify the

project for future users. Informal project surveys were developed for students and

teachers involved in the project, and their feedback should be incorporated into future

modifications of the curriculum.

Limitations of the Project

It is recognized that there are some limitations with the project and with the

evaluation of the project. One such limitation could be the differences in styles of

teachers involved in the project, and those with whom they are being compared. It is

possible that any improvement in student performance could be attributed to the style of

the teacher, rather than the method of teaching. This must be taken into consideration

while conducting the project evaluation at the conclusion of the project.

Another limitation is the support that the school and other 4th grade teachers

provide during this project. If they are not open-minded, it could jeopardize the success

of the project. It will be imperative to get a commitment early on from the school and

37

teachers so that they become supportive participants in the project, rather than skeptics or

obstructionist.

Based on the results of the project evaluation, the project-based learning

curriculum can be expanded to other classrooms/teachers, and to additional subjects other

than just Social Studies. The key to future expansion is the success of the initial project

and the credibility of the evaluation. The project handbook can be used as a step-by-step

implementation guide for teachers to introduce and utilize project-based learning for their

students.

Conclusion

This project demonstrated not only a need for project-based learning, but also the

benefits this teaching style can offer students. Research studies, pilot tests, and literature

all indicate that this teaching method results in students who are more excited about

learning, are more engaged in their classroom’s lessons and curriculum, and are more

successful with respect to individual performance. Students respond differently to

different teaching methods, and the traditional teacher lecture style does not always reach

all students. All too often, low-achieving students are left behind, while high achieving

students become bored. In any event, many students are not given the opportunity to

realize their full potential. The interactive and multimedia methods integrated into the

project-based learning approach offer something for every student, and allow students to

become more involved. The curriculum design proves to be a valuable process. This

project will hopefully influence other teachers and convince them to introduce project-

based learning with integrated technology to their students. As participation with this

teaching method expands, and additional success is realized, it is very likely that project-

38

based learning will be the norm, rather than the exception for schools throughout the

country.

39

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Appendix: Field Project

EUREKA! Incorporating Technology into a Gold Rush Simulation

A Handbook for 4th Grade Teachers

43