dc.contributor.author	Herndon, Susan Walters	en_US
dc.coverage.spatial	Georgia	en_US
dc.coverage.temporal	2000-2002	en_US
dc.date.accessioned	2009-09-09T20:21:05Z	en_US
dc.date.accessioned	2009-09-30T15:58:15Z	en_US
dc.date.accessioned	2011-03-02T17:29:16Z
dc.date.available	2009-09-09T20:21:05Z	en_US
dc.date.available	2009-09-30T15:58:15Z	en_US
dc.date.available	2011-03-02T17:29:16Z
dc.date.issued	2002-05	en_US
dc.identifier.uri	http://hdl.handle.net/10428/56	en_US
dc.description.abstract	The purpose of this action research study was to compare technology-based guidance lessons with lecture-based guidance lessons in terms of student achievement and to assess student opinion towards the use of technology in the classroom. Lecture-based lessons and technology-based lessons were alternated in two fourth grade elementary classrooms. A total of three units were presented with each unit being presented twice. This study included surveys, interviews, observations, field notes and posttests. Posttest scores from technology-based and lecture-based lessons were compared between and within classes. For each presentation, the class receiving the lecture-based lesson scored slightly higher than the class receiving the technology-based lesson. Within classes, scores improved significantly on the second technology-based lesson and the second lecture-based lesson. Surveys and interviews suggested that students had a good attitude towards technology- integrated lessons. Students viewed technology-based lessons more positively when compared to lecture-based lessons. Students also believed that during technology-based lessons, their level of academic achievement was higher, although there was not enough evidence generated by this study to draw that conclusion. The results of the study were communicated to the learning community through a presentation with elementary counselors countywide. This meeting supported the inclusion of technology-based guidance lessons at the elementary level and creating a support network in which elementary counselors can share technology-based units with other counselors.	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 based	en_US
dc.subject	Lecture based	en_US
dc.subject	Elementary level	en_US
dc.subject.lcsh	Educational technology	en_US
dc.subject.lcsh	Teaching--Aids and devices	en_US
dc.title	Effects of Integrating Technology into Classroom Guidance Sessions: An Action Research Study	en_US
dc.type	Thesis	en_US
dc.contributor.department	Curriculum and Instructional Technology	en_US
dc.description.advisor	Zahner, Jane	en_US
dc.description.committee	Brovey, Adrew J.	en_US
dc.description.committee	Leader, Lars F.	en_US
dc.description.degree	Ed. S.	en_US
dc.description.major	Instructional Technology	en_US