Student-centered, Technology-enhanced Instruction in a 9th Grade Geography Class: An Action Research Study
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Authors
Phillips, Ashley Howard
Issue Date
2005-12
Type
Thesis
Language
en_US
Keywords
Student-centered , Technology-enhanced instruction
Alternative Title
Abstract
The purpose of this action research study was to consider what would happen in a freshman
world geography class if the students experienced a well designed student-centered,
technology enhanced, three-week unit of instruction. The topic of the unit was the United
States and Canada. Students were given freedom to choose specific topics and create their
own work products for presentation and evaluation. Data collection included a beliefs survey
both before and after the intervention, a self-report grade history survey, teacher
observations, evaluation of work products, and interviews with students conducted at the end
of the intervention. The results were shared with teaching colleagues at a celebration during
a social studies department meeting. Results showed that students were more interested in
grades than learning but that students did have a positive response to both student-centered
methods and the use of technology in instruction.