dc.contributor.author	Slaven, Michael Stephen	en_US
dc.coverage.spatial	Pinehurst, Georgia	en_US
dc.coverage.temporal	2005-2007	en_US
dc.date.accessioned	2009-09-16T18:40:17Z	en_US
dc.date.accessioned	2009-09-30T15:58:44Z	en_US
dc.date.accessioned	2011-03-02T17:28:49Z
dc.date.available	2009-09-16T18:40:17Z	en_US
dc.date.available	2009-09-30T15:58:44Z	en_US
dc.date.available	2011-03-02T17:28:49Z
dc.date.issued	2007-05	en_US
dc.identifier.uri	http://hdl.handle.net/10428/122	en_US
dc.description.abstract	This thesis, completed in partial fulfillment of the requirements for the Education Specialist in Instructional Technology at Valdosta State University, is composed of two main sections, an action research proposal and a journal ready article. The action research proposal includes a review of the literature, a description of the intervention, a timeline for the research, a description of the data collection tools, a plan for data analysis, and a summary of how the results will be communicated with the learning community. The action research was conducted at Dooly Middle School in Pinehurst, Georgia, a rural area with a low socio-economic population. The 3-week intervention consisted of eighthgrade students, in three different social studies classes, using e-mail and an online discussion board to communicate with their assigned group members to support the development of social studies projects on the Civil War period of American history. Data pertaining to student experiences, perceptions and social studies achievement was collected and analyzed. Students' experiences and perceptions pertaining to the use of email and an online discussion board were positive, and their projects demonstrated mastery of the social studies content. After the data collected during the intervention was analyzed, the journal ready article was prepared. This article includes a description of the intervention, a summary of the results, a discussion of the results and incidental findings, and a description of how the results were shared with the faculty at Dooly Middle. The administration at Dooly Middle has displayed a significant interest in technology integration and in this particular action research study. The results of this research may further encourage the school to support the use of computer-mediated communication tools, such as email and online discussion boards, in the classroom.	en_US
dc.language.iso	en_US	en_US
dc.publisher	Valdosta State University	en_US
dc.rights	Copyright protected. Unauthorized reproduction or use beyond the exceptions granted by the Fair Use clause of U.S. Copyright law may violate federal law.	en_US
dc.subject	Online discussion	en_US
dc.subject	Social studies	en_US
dc.subject	Technology integration	en_US
dc.subject.lcsh	Educational technology	en_US
dc.subject.lcsh	Teaching--Aids and devices	en_US
dc.subject.lcsh	Computer-assisted instruction	en_US
dc.title	Eighth-Grade Student Use of Computer-Mediated Communication for the Development of Social Studies Projects: Student Experiences, Perceptions, and Social Studies Achievement	en_US
dc.type	Thesis	en_US
dc.contributor.department	Curriculum and Instructional Technology	en_US
dc.description.advisor	Hinkle, Verilette	en_US
dc.description.committee	Schmertaing, Lorraine C.	en_US
dc.description.committee	Dees, Dianne C.	en_US
dc.description.degree	Ed. S.	en_US
dc.description.major	Instructional Technology	en_US