dc.contributor.author	Phillips, Ashley Howard	en_US
dc.coverage.spatial	Georgia	en_US
dc.coverage.temporal	2004-2005	en_US
dc.date.accessioned	2009-09-04T16:21:31Z	en_US
dc.date.accessioned	2009-09-30T15:58:03Z	en_US
dc.date.accessioned	2011-03-02T17:29:07Z
dc.date.available	2009-09-04T16:21:31Z	en_US
dc.date.available	2009-09-30T15:58:03Z	en_US
dc.date.available	2011-03-02T17:29:07Z
dc.date.issued	2005-12	en_US
dc.identifier.uri	http://hdl.handle.net/10428/18	en_US
dc.description.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.	en_US
dc.language.iso	en_US	en_US
dc.subject	Student-centered	en_US
dc.subject	Technology-enhanced instruction	en_US
dc.title	Student-centered, Technology-enhanced Instruction in a 9th Grade Geography Class: An Action Research Study	en_US
dc.type	Thesis	en_US
dc.contributor.department	Curriculum and Instructional Technology	en_US
dc.description.advisor	Schmertzing, Lorraine	en_US
dc.description.committee	Leader, Lars F.	en_US
dc.description.committee	Brovey, Andrew	en_US
dc.description.degree	Ed.S.	en_US
dc.description.major	Instructional Technology	en_US