dc.contributor.author	Gaddy, Janet S.	en_US
dc.coverage.spatial	Georgia	en_US
dc.coverage.temporal	2005-2007	en_US
dc.date.accessioned	2009-09-16T19:49:02Z	en_US
dc.date.accessioned	2009-09-30T15:58:46Z	en_US
dc.date.accessioned	2011-03-02T17:28:54Z
dc.date.available	2009-09-16T19:49:02Z	en_US
dc.date.available	2009-09-30T15:58:46Z	en_US
dc.date.available	2011-03-02T17:28:54Z
dc.date.issued	2007-05	en_US
dc.identifier.uri	http://hdl.handle.net/10428/129	en_US
dc.description.abstract	The purpose of the research study was to determine the impact of technology resources, specifically WebQuests, streaming videos, and laboratory manipulatives for science classroom instruction on student achievement. Student and teacher perceptions of the use of technology resources to learn the science objectives were also examined. Three research questions were posed: (a) How does the use of technology resources, specifically WebQuests, streaming videos, and laboratory manipulatives for science classroom instruction, influence student achievement? (b) How does the use of technology resources, specifically WebQuests, streaming videos, and laboratory manipulatives for science classroom instruction, influence student motivation to learn science? (c) What are the teacher perceptions about the use of technology, specifically WebQuests, streaming videos, and laboratory manipulatives for science classroom instruction? Participants in this research study included 19 seventh-grade students ranging in age from 12-14. The research study extended over a three-week period. Science achievement tests, attitudinal surveys, and a teacher journal were analyzed to determine the influence that the various technologies had on student achievement, student perceptions of science and teacher perceptions of using technology to teach a unit of study. Data show that the use of varied technology greatly improved student achievement and their perceptions toward science. The teacher perception was also improved based on the observations used throughout the process. Information was presented to the learning community and discussions were held to create a dialogue to enhance the use of technology in the classrooms through the use of WebQuests, streaming videos, and laboratory manipulatives.	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	Technology resources	en_US
dc.subject	WebQuests	en_US
dc.subject	Science instruction	en_US
dc.subject	Student achievement	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	The Influence of Technology-Based Instruction on Student Learning, Motivation and Teacher Perceptions Toward Science Instruction	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	Leader, Lars F.	en_US
dc.description.committee	Dees, Dianne C.	en_US
dc.description.degree	Ed. S.	en_US
dc.description.major	Instructional Technology	en_US