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Research Proposal: Using Screencasts to Differentiate Instruction for Students as They Use WebQuests and Create Digital Stories Barbara Powell-Schager University of West Georgia

TABLE OF CONTENTS

Introduction...................................................................................................... 3  Problem Statement............................................................................... 4 Purpose............................................................................................... 5 Research Questions............................................................................. 5 Definition of Terms............................................................................... 6  Literature Review.............................................................................................. 7 Research Methods........................................................................................... 14  Participants and Sampling.................................................................... 14 Procedures.......................................................................................... 15 Data Collection Instruments.................................................................. 17 Data Analysis....................................................................................... 18 Limitations of the Study........................................................................ 20 Significance of the Study..................................................................... 20  References...................................................................................................... 21 Appendices..................................................................................................... 23

Using Screencasts to Differentiating Instruction for Students as They Use WebQuests and Create Digital Stories

**Introduction ** In today’s demanding and rapidly changing world, educators are being held accountable to produce quantifiable academic achievement in their students, while simultaneously imparting 21st century skills and habits of mind (U.S. Department of Education, Georgia Department of Education, and International Society for Technology in Education (ISTE)). There is a cacophony of ideas being tossed about as how to best achieve these goals, they include: authentic learning, differentiated instruction, project based instruction, and problem based instruction. This plethora of terms and methods is overwhelming. After researching the definitions of these terms it becomes apparent that there is are the following recurring themes: 1) learning must be personally meaningful to the individual learner; 2) combining instruction/learning of multiple content area standards is necessary, and 3) the importance of meeting students at their academic level in a manner appropriate to their learning style. (MacGregor & Lou, 2005; McTighe & Brown, 2005; Strickland, 2005; Tomlinson & McTighe, 2006) This research project will explore one way to differentiate and scaffold instruction of a fourth grade science unit through the use of a WebQuest requiring students to create digital stories. Two versions of the WebQuest will be compared. One will contain numerous instructional screencasts to teach students how to use Photostory and "Citation Maker," an online citation tool. The other version of the WebQuest will not contain any instructional screencasts. Instead, the teacher will demonstrate the different features of Photostory and use of Citation Maker. Since the WebQuest is online, it and the screencasts will be accessible to students while working on their projects from any computer with Internet access either at school or home. The purpose of the screencasts is to allow each learner to have control of their learning; being able to review and advance at their own pace. Also, it frees the teachers to focus their instruction and the students' attention on the research skills, content, and writing as opposed to technology. As recommended by the International Society for Technology Education (ISTE), the content should be at the center of instruction with technology as a tool to facilitate learning. In addition, this study will evaluate whether student’s academic ability effects how well students’ are able to learn subject matter content while using WebQuests and creating digital stories. **Problem Statement ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">There was a time when understanding the content was enough; not anymore. Now students are expected to: understand the content, know how to find accurate information about it, be able to use higher order thinking skills, and use technology to express their learning. This places a tremendous cognitive load on students today. Too often in attempting to do all these things, students’ content area knowledge suffers. (Brown, 2007; Gaskill, McNulty, & Brooks, 2006; Hofer & Swan, 2005; Ikpeze & Boyd, 2007) Current trends in education advocate authentic learning as a way to address this problem. Authentic learning bundles multiple standards into thematic units (Rules & Barrera, 2008). The creation of digital stories has been identified as an effective way to develop higher order thinking skills (Brown, 2007; Yang, 2009) Along with the current emphasis on authentic learning is the recognition of the need to maximize the learning experiences of each student by meeting them where they are academically and challenging them to their fullest (Tomlinson & McTighe, 2006). This is especially difficult in today's schools as most classes are comprised of students with a wide range of abilities, interests, and motivational levels. To accomplish this seemingly lofty goal teachers are increasing being required to differentiate their instruction to fit the level and learning styles of their diverse students (Tomlinson & McTighe, 2006). These two goals: creating technology rich authentic learning experiences for students and differentiating instruction pose very real problems for teachers. Still another problem exists, in today's multimedia information rich world, the quantity of information available, the complexity of its presentation, and the distraction of hyperlinks while enticing to students it can also overwhelm them (Ikpeze & Boyd, 2007). While students can surf the net, they find it difficult to efficiently and effectively find authoritative information and the answers to their questions (Dodge & Marshall, 1995; MacGregor & Lou, 2004). In 1995 Dodge and Marshall devised the WebQuest model to help teachers' harness the resources of the Internet. The WebQuest requires students to complete a task for which they have to research the topic. Rather than students having to surf the web for information, the WebQuest provides web links to sites that are authoritative and at the appropriate reading/information level. In this way, it provides a scaffold to learning how to the use of the web as a research tool. **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">Purpose ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">There are two major goals of this research study. First, it will evaluate how effective it is to use screencasts to differentiate instruction for elementary school students. Students will research a science topic. Then they will create a digital story (using Photostory) to synthesize the information they learned, while simultaneously honing their writing and technology skills. Whole group instruction forces students’ into lock-step learning rather than learning at their own pace. To eliminate the need for whole group instruction of certain content, screencasts will be embedded in the WebQuest to allow students to progress at their own pace through their learning journey. Additionally, screencasts free the teacher to function as a facilitator of learning rather than as a manager of learning. The use of screencasts have been used for adult distance learning (Brown, et al., 2009), but there is no research on its use with elementary school students. The second aim of the study is to determine whether WebQuests and creating digital stories are more or less helpful in students’ ability to learn subject content based upon their academic ability. This will be achieved by administering pre- and post-tests and grading their digital stories via rubric. **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">Research Questions ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">The research questions this study will seek to answer are: <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">1. How effective is the use of WebQuests in motivating students to stay on task and learn content based upon their academic ability? 2. How well do screencasts provide differentiated instruction for elementary level students so their learning of content can be maximized? 3. How well does differentiated instruction via screencasts affect students' ability to create digital stories that show their ability to synthesize content accurately, are creative, well written, and demonstrate their ability to use technology? And, is it affected by students’ academic ability? To assess these questions fourth grade students will use a WebQuest with the task assignment of requiring students create a digital story to share what they have learned about a science topic. **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">Definition of Terms ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">__WebQuest__: Per one of the creators of the WebQuest, it is, "an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet" (Dodge, 1995, p. 2). A WebQuest consists of six components: the **<span style="font-family: 'Arial','sans-serif'; font-weight: normal;">introduction **, the **<span style="font-family: 'Arial','sans-serif'; font-weight: normal;">task **, information sources, the **<span style="font-family: 'Arial','sans-serif'; font-weight: normal;">process **, the **<span style="font-family: 'Arial','sans-serif'; font-weight: normal;">evaluation **, and the **<span style="font-family: 'Arial','sans-serif'; font-weight: normal;">conclusion **. The **<span style="font-family: 'Arial','sans-serif'; font-weight: normal;">introduction ** is used to create interest in the topic to be studied. The **<span style="font-family: 'Arial','sans-serif'; font-weight: normal;">task ** requires students to answer a question/challenge using the information they learn. The **<span style="font-family: 'Arial','sans-serif'; font-weight: normal;">process ** explains the procedures students will need to complete to accomplish the task. The information sources are the links to the Internet resources necessary to the complete the task. The **<span style="font-family: 'Arial','sans-serif'; font-weight: normal;">evaluation ** is the criteria by which the students' products will be judged. The evaluation tool is generally a rubric which is in the WebQuest so students can understand what is expected of them. The **<span style="font-family: 'Arial','sans-serif'; font-weight: normal;">conclusion ** restates what was learned and provides opportunity for reflection. (Dodge, 1997) __Differentiated instruction__: According to Tomlinson and McTighe (2006) differentiated instruction is the way in which the teacher modifies the content, process, and products to meet each learner where they are academically. The goal is to help them advance their knowledge and skills as efficiently and effectively as possible. In other words, the goal is to maximize the learning of each student regardless of their current academic ability. For example, the same basic content provided at different reading levels and different degrees of detail and complexity. __Screencast__: A screencast as defined by Brown, et al (2009) is a recording of the visual data on a computer screen augmented by audio content. (Note, in the literature this is sometimes referred to as either a vodcast or learning object.) __Digital story__: a short 2-10 minute video created by combining various media (images, sound, text, video, and narration) using video editing software. Digital stories, digital movie making, and digital documentaries are all related terms (Hofer & Swan, 2005). The term digital documentary is used in the social sciences to described digital videos reflecting historical content. (Hammond & Ferster, 2009)

**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">Literature Review ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">Differentiation offers a way to maximum learning for all students by meeting each student where they are academically (McTighe, 2005; Tomlinson, 1999). It is how educators can accommodate for differences in learners’ abilities, prior knowledge, learning styles, and interests. Tomlinson and McTighe (2006) identified three areas where differentiation can occur: content, process, and assessment. Another concern of educators is the need to teach using the 21st Century technology tools as identified by the Partnership for 21st Century Skills (2004) report. These skills are clearly defined in the International Society for Technology Education’s technology standards (NET-S) which the Georgia Department of Education has adopted. To meet these educational goals, in 1995 Dodge and Marshall devised the WebQuest as a means to harness the power of the Internet into research units that are manageable for students. By directing students to pre-selected websites students are able to find accurate and ability appropriate information. In addition, the WebQuest task provides an assignment that requires students to use higher order thinking skills and to demonstrate their knowledge in an authentic manner (Gaskill, McNulty, & Brooks, 2006; Ikpeze & Boyd, 2007; Polly & Ausband, 2009; Schweizer, 2007). **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">Efficacy of WebQuests for Learning Content ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">Unfortunately, research on the use of WebQuests’ ability to facilitate learning has shown that it has not always lived up to the goal of enhancing student learning. Why? The research suggests the following reasons: 1) the WebQuest task is not intrinsically interesting to students; 2) students became distracted by the technology thus learning less content; and 3) the added cognitive load of having to learn an application to create a technology-based project in addition to the content proves too difficult for many students (Gaskill, McNulty, & Brooks, 2006; Hammond & Ferster, 2009; Strickland, 2005; and VanFossen, 2009) In other words, we are asking students to learn more content, both the subject matter content in more depth //and// the technology. The following research studies discuss the promise and problems of using WebQuests to teach content: In two experiments, Gaskill, McNulty, and Brooks (2006) compared the effectiveness of traditional instruction to using a WebQuest with high school students. In their first experiment students were pre-tested on the social studies content that would be taught. Then one group used a WebQuest to learn the content while the other group listened to lectures, took notes, watched a movie, and participated in discussions about the social studies topic. The WebQuest group created a PowerPoint presentation that was scored via a rubric. The results showed that the control group scored significantly higher than the experimental group. In their second experiment they looked at WebQuest use for teaching science content. In this case both groups (WebQuest and traditional instruction) post-test scores were comparable. There was no statistical difference between the two groups. The researchers’ postulated that the reason the control group scored higher on the post-test than the WebQuest group was that the history teacher “may have inadvertently rehearsed student responses to the test” (Gaskill, McNulty, & Brooks, 2006, p. 136). Although the report doesn’t suggest any other possible reasons for the disparate scores, it could be that the students in the social studies experiment worked through the WebQuest alone while their counterparts learned the content via more senses (listening, writing, watching, and discussing). Also, students in the science experiment worked with a partner. Thus, during the course of reading the online content the pairs were discussing it and helping each other understand it better. Another interesting finding of this study was that students expressed that they liked using the WebQuest better than traditional instruction and they believed they had learned more than had they been taught via traditional instructional methods. Thus, they believed they had learned more than the quantitative data suggest. Based on these findings, the proposed research will have students work in pairs to facilitate learning through sharing. A rubric will be used to grade student presentations, but, pre- and post-test data will be collected as the primary measure of learning. Similarly, Strickland (2006) found in her study that students who used WebQuests scored lower in content knowledge when tested than those students who learned content via traditional instructional methods. This study looked at how well seventh grade students learned about the Texas Revolution as measured by a state standardized test. Like Gaskill, McNulty, and Brooks, the students in the control group received instruction that engaged all of their senses. Limitations of the study were noted that the non-WebQuest group’s assignment was very engaging and required higher order thinking skills; and, the students were all very computer savvy, thus the novelty of technology was not a motivating factor. The researcher express concern that WebQuests: 1) are not all well constructed; 2) require cooperative groups; and 3) despite supplying links for research, students can navigate away from sites. The question was raised of whether WebQuests are better at teaching skills rather than content? Ikpeze & Boyd’s (2007) qualitative research appears to address Strickland’s closing question that perhaps WebQuests are best at developing skills. In their study, the WebQuest task takes a problem based learning approach. Also, adjunct activities included traditional lessons and activities. Their findings indicated that the WebQuest provided “opportunities for collaboration, thoughtful connections, and critical reading.” (p. 647) Further, that it helped develop students’ search, retrieval, multimedia, and hypertext reading skills. So, the lessons learned from this study are that students learn more from a real problem and from a combination of traditional (face-to-face) and WebQuest instruction. MacGregor & Lou (2004/2005) conducted a study that compared two methods of use of WebQuests that required students create slideshows. Their research revealed that students who were provided with very explicit instructions about what types of information students should include and how it should be organized score better on recall, organization, and content than those students who are given more freedom. Another component of this research was the students rated the web sites used to obtain information. Web site features that were rated negatively had: lots of un-interrupted text, minimal headings, a lot of menus with links that took you away from the main page, and were too busy. Positive rated web page features were: fast fact boxes, section locators, still graphics explained by textual elements, audio and video clips, and contained clear pertinent information all on one page. In yet another study by VanFossen (2009), the assumption that WebQuests are intrinsically motivating was disproved. Specifically, when students, in grades 3-11, were asked about whether they enjoyed WebQuests more than traditional lessons on average 43% found WebQuests either less enjoyable or about the equally enjoyable to traditional lessons. Similarly, 40.2% of students thought they learned less or about the same from the WebQuest as compared to traditional instruction. So, despite the fact that the majority of students enjoyed and believed they learn more from WebQuests, there is still a large percent who do not feel that way. So, how does one construct a WebQuest that facilitates the learning of content? Based upon the above literature it appears that clear criteria for what is expected, ways to support learning, and web links to information that contains information that is not only appropriate level for learner but has design features (multimedia, text boxes, etc.) that aid students’ ability to understand the text. Further, acknowledge that the curriculum being taught is not just subject area content, but language arts, information skills, and technology skills. Therefore the number of standards being covered is much broader. Expectations need to be adjusted accordingly and rubrics to assess what is learned need to reflect all of these components. In addition to all this, using a WebQuest to augment traditional instruction is better than attempting to use it to replace instruction. After all, a WebQuest is a research project which teachers generally use as “additions to instruction.” Thus, the proposed research will incorporate: traditional instruction, pre- and post-tests, clearly defined criteria of what is expected along with a sample project so students will understand the expectations, websites that are to the point, well designed, include multimedia, and provided not too much or too little information. **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">Instructional Use of Digital Stories ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">Taking a qualitative research approach, Kearney and Schuck (2005) conducted five case studies across grades K-12. They examined the quality of film-making, the final product, and what students had learned. They gathered data using questionnaires, observation, videos of classes, interviews of teachers, focus groups of students, and the student produced videos. Their findings indicate that student created videos provide students with “a strong sense of ownership, self-regulation, and contributing to self-esteem.” From the teachers’ points of view it offered means for authentic assessment and students’ developed “deeper conceptual understanding of the curriculum.” (p. 2866). Students were observed to function autonomously, be on-task, and motivated. Also, students’ personalities were reflected in their products. The most motivating audience, for students of all ages, was their own peer group. Despite all these positive outcomes it was noted that that curricular content learning was somewhat low. So, again, research is showing that when technology is incorporated into the learning process there seems to be a loss of content knowledge acquisition. However, Kearney and Schuck (2005) found that feedback from reviewing videos and opportunity to edit was valuable in terms of correcting mistakes. Also, that it is very beneficial for teachers to model and support students through the storyboard writing process. Manfra and Hammond ((2006) conducted a case study of two social studies teachers, one 7th grade and one 11th grade, who had their students create digital documentaries. They focused on the effects of the teachers’ instructional approaches. The 7th grade teacher was identified as “manager of content” and the 11th grade teacher as “facilitator.” The 7th grade teacher provided students with formative notes (focusing on grammar, content, and encouragement) on their research and scripts, while the 11th grade teacher posed conceptual questions to students throughout the process. All the 7th grade students completed their video projects while not all of the 11th grade students were able to finish. The 7th grade students’ videos reflected content knowledge but not deep understanding or creativity while many of the 11th grade students’ scripts went beyond the intended content. Although, very few addressed the primary question of “What is the legacy of this event?” Also, the videos were not substantial and four even contained factual inaccuracies. The central lesson learned was that the teacher’s philosophy and aims drive instruction more than any other aspect. In a mixed research approach study, Hofer and Swan (2005) examined the effects of digital documentary creation by pre-service social studies teachers on their content learning and disposition to integrate technology as future teachers. Using primary and secondary sources students created 3-5 minute videos about a historical event focusing on its legacy. Although, classroom observations and interviews revealed that the students were comfortable doing the project; their videos, frequently showed that there was “shallow treatment of the content.” The researchers concluded that teachers need to focus on the scope and sequence of instruction of content so students don’t get carried away with the technology. Similarly, Brown’s 2007 case study showed that pre-service teachers often got “caught up” in the aesthetics of the technology over the substance. In contrast a gifted fifth grade class was also observed. Unlike the pre-service teachers who had a clearly defined assignment, the fifth graders were allowed to freely explore a video editing program. In both cases, hidden talents were discovered and higher order thinking skills were used. The gifted group received “just in time” support and were more able to stay focused on the content, research, and design than the graduate students. An excellent use of digital storytelling (DS) seems to be when it is used to develop writing and speaking skills as demonstrated through the research of Gregory and Steelman (2008), and Sylvester and Greenridge (2009). Gregory and Steelman’s research examined the use of digital storytelling with economically disadvantaged students. The use of DS not only helped improve these students’ communication skills but helped them develop positive self images. **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">Common Issues of WebQuests and Digital Stories ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">A unifying theme through the research on WebQuests and student created digital stories is the need for the content to be at the center and the inability to readily accomplish this goal. It appears that the cognitive load placed upon students to learn both content and technology skills is overwhelming. It is also evident that direct teacher instruction and facilitated dialogue are key comments in maximizing learning. So, then in what ways can the cognitive load be reduced and access to the teacher be maximized? It makes sense to “off-load” the learning of skills. This can be easily accomplished by using programs that students are already familiar with. Yet, to provide no instruction on software use would leave many students to struggle. Thus, it is proposed that providing a series of short (2-5 minute) screencasts embedded in the WebQuest that students could readily access would allow them to advance at their own pace, explore additional features of the applications, and allow more time for the teacher to focus on content acquisition through mini-lessons and assisting students’ with their comprehension as they conduct their research. Additionally, concrete examples of what is expected will all students to further focus on content over form. To date, there is no known research on the use of screencasts for elementary students, although, research on its use in higher education and distance learning has been done. In both the studies of Brown, Brown, Fine, Luterbach, Sugar, and Vinciguerra’s (2008) and Gkatzidou and Pearson (2009) they noted that the benefits of using online learning modules (of which screencasts is one type) were their ability to accommodate different learning styles and provide access for the disabled. In Gkatzidou and Pearson (2009) study, many of the abled students reported that the design modifications helped them learn the content better. They reported that the vodcasts were used for revision, part of independent learning, and reinforcement of lectures. In another study, Peterson (2007) reported on how screencasts have helped improve online graduate library students learning of the Dewey Decimal classification system. Librarians have also studied the use of online tutorials through the use of Google Analytics to evaluate not only how many times the screencasts are accessed but also how much of the each screencast is actually watched. This research reveals that there is high use of screencasts. Furthermore, on average, patrons’ watched them between 34-71% of the way through. Based on this research, it seems that using screencasts is valuable to learners as long as they are short and to the point. Taking this into account the screencasts developed for the current research will not exceed 5 minutes in length. All of the studies above support the idea that the best way to enhance learning is by differentiating instruction, designing units that require the use of multiple senses, scaffolding, and limiting the cognitive load when possible. From these readings it appears that this is difficult to achieve while attempting to incorporate 21st Century technology skills. Although, the best hope is to combine traditional teacher taught content with technology taught content. Also, it is valuable for teachers to provide feedback and support to students throughout the process. Also, these studies suggest that a mixed research approach is the preferred method for measuring content learning, the use of higher order thinking skills, and student motivation. By combining quantitative and qualitative research methods the educational researcher is able to triangulate their data and strengthen their conclusions (Johnson & Christensen, 2008). Had the researchers relied solely on students’ and teachers’ perceptions of amount learned, they would have overstated the efficacy of using WebQuests and digital stories as means for knowledge acquisition. Thus, the use of pre-and post-testing greatly enhanced the accuracy of reporting the amount of content students’ learned. The use of rubrics for grading digital stories also provides a way to assess higher order thinking skills. **<span style="background: white; color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">Research Method ** <span style="background: white; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">A mixed research approach utilizing quasi-experimental and qualitative data will be used. The quantitative data will be pre- and post-test scores, and rubric grades for the students’ digital stories. The independent variable will be the method of instruction on how to use the computer applications: Photostory and Citation Maker. This instruction will be delivered either by screencasts or teacher demonstration. The dependent variables will be how well students’ learned the content knowledge and the quality of their digital story. Content learning will be evaluated comparing pre- and post-test scores. The quality of the digital story will be evaluated by comparing rubric scores. The rubric will be used to assess: accuracy of content, ability to use Photostory, accuracy of citation; and mechanics of writing. Qualitative data will be obtained from both online questionnaires and interviews of teachers and students. **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">Participants and Sampling ** <span style="background: white; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">The study will be conducted at a suburban intermediate school in the Southeast. The school’s population is economically and socially diverse. Approximately 100 students from four fourth grade classes will participate. The instructional unit will be collaboratively taught by the media specialist/researcher and the classroom teachers using a "Planets and Stars" WebQuest. Since classes are not composed of randomly selected students there will be no way to control for students’ ability or prior content knowledge. To minimize this effect, classes that have comparable mixes of students of high to low academic ability will be selected. Arrangements have already been made for two classes with a high percent of gifted students and two classes with a high percent of low students and students with Individualized Education Plans (IEPs) will be used. To more accurately assess the class mix, teachers will be send a list of their students’ names and their ability level based on standardized test scores and their receiving IEP services or participation in the gifted program, disabilities (hearing, speech, behavioral, autistic, etc.); and ESOL. One of the high ability classes and one of the low ability classes will be assigned to the experimental group. The other high and low ability classes will be assigned to the control group. **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">Procedures ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">There will be six whole group instruction periods for both groups. Each whole group session will last approximately 1 – 1.5 hours. . In addition, individual students or pairs will be allowed to work on their projects in the media center with the media specialist available to assist if necessary. <span style="background: white; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">One group will use the version of the WebQuest (Appendix A) that has screencasts showing how to use Photostory and CitationMaker in the “Process” section. The other group will use the WebQuest version without the screencasts (Appendix B). For the non-screencast group the media specialist will demonstrate the use of Photostory and CitationMaker. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">During the first introductory session the essential question and goal of the unit will be explained. Then each student will be instructed to take the online pre-test (Appendix C) to assess his/her prior content knowledge. Then the appropriate version (screencast or non-screencast) of the WebQuest will be introduced. The task of creating a digital story to persuade NASA to fund the research of one planet will be explained. Next, students will select appropriate partners. (The classroom teacher will make adjustments to partnering as she deems appropriate to maximum student learning.) Finally, students will complete the first task of the WebQuest which requires them to complete “The Planets Comparison Table.” After this session, the classroom teacher will provide a traditional lesson of the content and assign students to read the section about the solar system in their textbooks. She will also, informally quiz students about the planets using the comparison table to answer the questions. <span style="background: white; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">During subsequent sessions students will research their planet and create their persuasive digital story. As previously stated, students will be come to the media center in pairs to work on their projects as time and their teachers’ permit. Then at the final session, the principal will be invited to the premiere showing of the completed projects. During this time the media specialist and teacher will score the digital story using the Planets Rubric (Appendix D). Within a few days after the showing, the class with take the online post test. Note, that all students at this school are familiar with the basic use of computers (opening and saving documents), typing and presentation applications, the Internet, and have found and saved images in the past as part of their computer technology lessons. Moreover, most all of the students are familiar with Photostory because when they were third grade students, they participated in a library lesson unit where they created a brief digital story using the program. For both groups the media specialist will provide a mini-lesson on copyright and the importance of creating a reference list before they begin researching. However, the screencast group will be directed to watch the screencasts on CitationMaker and the non-screencast group will see a live demonstration of how to cite references. For both groups students will have to prove to the teacher or media specialist that they are ready to begin creating their digital story by showing they have gathered enough facts and have done a good job on their storyboard. The screencast group will then be directed to use the Photostory screencasts. The non-screencast group will be given a live demonstration, by the media specialist, on how to use Photostory at the point at which the majority of the class is deemed “ready” to create their digital stories.

**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Timeline **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">October 4-15. 2010 || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Explain research and WebQuest to 4 potential teachers and gain their acceptance to participate  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">October 18-November 19 || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Pilot test use of instructional screencasts with non participating class to observe student use and determine if modifications are needed.  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">November 29-December 17 || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Submit proposal to County IRB and obtain approval. Revise and resubmit if necessary.  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">December 20-January 3, 2011 || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Upload to Web and test all links and screencasts.  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">January 4-7 || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Obtain teacher and parental consent.  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">January 10-14 || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Pretest all students and begin collaboratively taught instructional unit  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">January 17-February 4 || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Continue collaboratively taught instructional unit and collect qualitative observational data and informal interviews with teachers (begin categorizing and coding)  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">February 7-16 || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Presentation of digital stories, post-test, and conduct online survey of students and teachers.  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">February 17-18 || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Conduct individual teacher and focus group student interviews.  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">February 21-25 || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Analyze data.  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">February 28 -March 15 || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Write and submit research findings.  ||

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">The Pre- and post-tests (Appendix C) was based upon the Georgia Performance Standards. It was created using GoogleDocs and will be administered online prior to instruction and after completion of the instructional unit. Memoing will be used throughout the process to enable the researcher to reflect on, and develop themes, from the informal qualitative data collected from teacher-researcher, and researcher-student communications. Memoing will also be used to capture and analyze general observations through the instructional unit. As Johnson and Christensen (2008) state, “Memoing is an important tool to use during a research project to record insights gained from reflecting on data.” (p. 532) Upon completion of the instructional unit teachers and students will be asked to complete the online surveys. The teacher survey (Appendix E) consists of multiple choice questions and open-ended questions. The student survey (Appendix F) has Likert scale and open-ended question questions. Throughout the course of teaching the instructional unit, informal teacher interactions and researcher observations will be recorded via memoing. After completion of the unit interviews with teachers will be conducted. Questions will be determined based upon the data collected up to this point. Similarly, selected students will be interviewed in focus groups that will be recorded using Audacity. **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">Data Analysis ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">The pre-test scores of the screencast and non-screencast groups will be compared to ascertain whether their knowledge of the content prior to instruction is equivalent. The mean scores for each group will be determined. In addition the mean scores for the three subgroups: regular education students, gifted students, and low achieving students will be compared. It is anticipated that if the screencast and non-screencast groups are demographically similar and neither group received prior instruction in the topic then the pre-test scores should be comparable for both groups as well as for the sub-groups. Below is a sample table of how percentages will be recorded: <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">Table 1 //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">Pre-Test Average Score Comparison //
 * <span style="background: white; color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">Data Collection Instruments **

**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Gifted ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Low Achieving Students ** ||
 * || **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Regular Education **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students ** ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students ** ||

**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Total ** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">--  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">--  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">--  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">--  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">--  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">--  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">--  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">--  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">--  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">--  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">--  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">--  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Group using Screencasts ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Non-screencast using Group ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Percent Difference ** ||

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">Likewise, the means for the post-test scores for the two groups will be compared to see if there is significant difference (p > .05) in scores using t-tests. (The null hypothesis is that there will be no difference between the experimental and control groups. The alternative hypothesis is that there will be a significant difference between the two groups.) Also, analysis of variance (ANOVA) testing will be used to analyze direction and strength of the effects of the instructional methods on learning. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">Table 2 //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">Percent Change in Score between Pre- and Post-Test //

**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Gifted ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Low Achieving Students ** ||
 * || **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Regular Education **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students ** ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students ** ||

**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Total ** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">%  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">%  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">%  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">%  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">%  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">%  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">%  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">%  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">%  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">%  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">%  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">%  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Group using Screencasts ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Non-screencast using Group ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Percent Difference ** ||

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">Students’ digital stories will be scored via rubric by both the teacher and media specialist to enhance inter-rater reliability. The rubric scores will also be compared to see how well students demonstrate: their content knowledge, creativity, ability to use Photostory, and ability to cite their sources correctly. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">Table 3 //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">Comparison of Best Planet Rubric Scores //

**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Gifted **
 * || **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Regular Education **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students ** ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students ** ||  **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Low Achieving Students **  ||

**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Total ** || - <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Content Knowledge - <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Creativity - <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Photostory - <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Citation  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">--  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">--  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">--  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">--  || - <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Content Knowledge - <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Creativity - <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Photostory - <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Citation  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Group using Screencasts **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Non-screencast using Group **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">--  ||

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">--  ||

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">--  ||

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">--  || - <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Content Knowledge - <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Creativity - <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Photostory - <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Citation  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Percent Difference **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">--  ||

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">--  ||

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">--  ||

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">--  ||

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">The teacher survey contains multiple choice data and open-ended questions. Multiple choice responses were be tallied and averages calculated. The student survey contains Likert scaled data and open-ended questions. Means for each of the Likert scaled data will be calculated and compared using t-scores to see if there is a significant difference between the screencast and non-screencast groups. The open-ended qualitative data will be categorized and coded to enable the researcher to identify themes and draw conclusions (Johnson & Christensen, 2008). The emerging themes from these analyses will help the researcher develop the end of project teacher and student interviews. These interviews will be recorded using Audacity, then transcribed, coded, and analyzed as described by Johnson and Christensen (2008). **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">Limitations of the Study ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">The sample size is small (approximately 100 students) all of whom are fourth graders. Although two of the classes will be contain a mix of average and high academically achieving (gifted) students and the other two classes will contain a mix of regular and low academically achieving students there is no way to randomize the selection of students into groups using screencasts and groups not using the screencasts. Additionally, it will be difficult to extrapolate results to all elementary age students since only fourth grade students are included in the study. **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">Significance of Study ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">This study will help break new ground in the use of screencasts for elementary age students since to-date there is no research available on its use for this age group. It will help determine if screencasts have a positive impact on the ability of teachers’ to maximize their instructional focus on subject area content and not on the teaching of technology skills. Further, this study will help determine whether the use of screencasts will allow students’ to progress at their own rate, moving ahead or reviewing as needed. Moreover, it will clarify which students (gifted, average, or low academic achievers) are most likely to benefit from the use of WebQuests and digital stories.

**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">References ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">Betty, P. Assessing homegrown library collections: Using Google analytics to track use of screencasts and flash-based learning objects. //Journal of Electronic Resources Librarianship, 21//, 75-92. doi: 10.1080/19411260902858631 Brown, C. (2007). Learning through multimedia construction: A complex strategy. //Journal of Educational Multimedia and Hypermedia, 16//(2), 93-124. doi: 1288309701 Dodge, B. (1995). __Some thoughts about WebQuests__. Retrieved from WebQuests.org website: http://webquest.sdsu.edu/about_webquests.html. Gaskill, M., McNulty, A., & Brooks, D. W. (2006). Learning from WebQuests. //Journal of Science Education and Technology, 15//(2), 133-136. doi: 10.1007/s10956-006-9005-7 Gkatzidou, S. & Pearson, E. (2009). The potential for adaptable accessible learning objects: A case study in accessible vodcasting. //Australian Journal of Educational Technology, 25//(2), 292-307. (EJ847459) <span style="color: #333333; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">Gregory, K., & Steelman, J. (2008). Cresting the digital divide. //Community College Journal of Research & Practice//, //32//(11), 880-882. doi:10.1080/10668920802394438. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">Hicks, D., & Doolittle, P. E. (2009). Multimedia-based historical inquiry strategy instruction: Do size and form really matter? In J. Lee & A. M. Friedman, //Research on Technology in Social Studies Education,// pp. 127-152. Hofer, M. & Swan, K. O. (2005). Digital moviemaking-The harmonization of technology, pedagogy and content. //International Journal of Technology in Teaching and Learning, 1//(2), 102-110. Ikpeze, C. H., & Boyd, F. B. (2007). Web-based inquiry learning: Facilitating thoughtful literacy with Webquests. //The Reading Teacher, 60//(7), 644-654. doi:10.1598/RT,60.7.5 Johnson, B., & Christensen, L. (Eds.) (2008). //Educational research: Quantitative, qualitative, and mixed approaches// (3rd ed.). LA: Sage Publications. Kearney, M. & Schuck, S. (2005). Students in the director’s seat: Teaching and learning with student-generated video. In P. Kommers & G. Richards (Eds.), //Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications, 2005,// 2864-2871.Retrieved from [] MacGregor, S. K., & Lou, Y. (2004/2005). Web-based learning: How task scaffolding and web site design support knowledge acquisition. //Journal of Research on Technology in Education, 37//(2), 161-175. (EJ690967) Manfra, M. M., Hammond, T., & Ferster, B. (2009). Student-created digital documentaries in the history classroom: Outcomes, assessment, and research design. In J. Lee & A. M. Friedman, //Research on Technology in Social Studies Education,// (39-66). <span style="color: #333333; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">McTighe, J., & Brown, J. (2005). Differentiated Instruction and Educational Standards: Is Detente Possible? //Theory into Practice//, //44//(3), 234-244. doi:10.1207/s15430421tip4403_8 Peterson, E. (2007). Incorporating screencasts in online teaching. //International Review of Research in Open and Distance Learning, 8(//3), 16-19. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">Polly, D., & Ausband, L. (2009). Developing higher-order thinking skills through WebQuests. //Journal of Computing in Teacher Education, 26//(1), 29-34. Schweizer, H., & Kossow, B. (2007). WebQuests: Tools for differentiation. //Gifted Child Today, 30//(1), 29-35. <span style="color: #333333; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">Sylvester, R., & Greenridge, W. (2009). Digital Storytelling: Extending the Potential for Struggling Writers. //Reading Teacher//, //63//(4), 384-395. doi: 10.1598/RT.63.4.3 <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">Strickland, J. (2005). Using WebQuests to teach content: Comparing instructional strategies. //Contemporary Issues in Technology and Teacher Education, 5//(2), 138-148. Tomlinson, C. A., & McTighe, J. (2006//). Integrating differentiated instruction and understanding by design//. [Online version]. Retrieved from [] VanFossen, P. J. (2009). Student and teacher perceptions of the WebQuest model in social studies: A preliminary study. In J. Lee & A. M. Friedman (2009). //Research on Technology in Social Studies Education//, pp. 101-126. Wiley, D., Ed. (2000). //The instructional use of learning objects: The online version.// Retrieved from [].

**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 200%;">Appendices ** **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">Appendix A: WebQuest with screencasts ****<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;"> [] ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-weight: normal;">Appendix B: WebQuest without screencasts ****<span style="color: black; font-family: 'Arial','sans-serif';"> [] **

@https://spreadsheets.google.com/viewform?formkey=dFdaTmNiU1VyLV94QjZkckhkUHZPRVE6MQ
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-weight: normal;">Appendix C: Pre- Post-Test **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> []
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-weight: normal;">Appendix D: Best Planet Photostory Evaluation Rubric **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">[] **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-weight: normal;">Appendix E: Teacher Online Survey **

[]
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-weight: normal;">Appendix F: Student Online Survey **

Appendix G: Consent Forms (pages 24 and 25 below)

**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">APPENDIX G ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Dear Parent or Legal Guardian:

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">I am, Barbara Powell-Schager, the media specialist at Big Shanty Intermediate School. I am interested in finding the best method to teach students how to simultaneously learn about science and technology. To evaluate one method of doing this I am planning to study the use of screencasts (videos of the computer screen) to teach students how to use two software programs. One program, CitationMaker, helps students put references in the correct format. The other program, Photostory, enables students to combine pictures and narration. To determine if this is an effective method for teaching I will co-teach the science unit, “Planets and the Solar System” with four 4th grade teachers It will take approximately six sessions of 1-1.5 hours each to complete. It requires students to complete a WebQuest, an online research project. As part of this project, they will create a digital story using Photostory. Two classes will use the screencasts to learn how to use the software programs and the other two classes I will demonstrate how to use the programs. For this study, I will collect data about all the children in the four classes. It will include information about whether they have an IEP or are gifted. To measure how much they learn about the planets and solar system, all students will take a standard online test. At the end of the unit all students will be asked to complete an online survey about how much they think they learned and how much they enjoyed learning in this way. A few students may be asked to participate in a group interview. Your child may benefit if this instructional method proves to be useful in helping students learn both science and technology more easily. There are no risks from participating in this study either. Participation in this study is completely voluntary. All students will learn the content either using screencasts or not using screencasts. All information about students will be kept __completely confidential__. All identifying information will be erased when the research is finished. At no time will any information be given to anyone outside of the researcher and your child’s teacher. If at any time you change your mind, you can withdraw your child from the study by letting your child’s teacher or me know. Or, if you would prefer for your child not to participate then no personal data will be collected about him/her. He/she will use a paper form of the test which only his/her teacher will see and grade. If you have any questions about the study you may call the Cobb County Institutional Review Board at xxx-xxx-xxxx or you may contact me at xxx-xxx-xxxx.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">

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**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Agreement to Participate in Research ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">I have read the above study and agree to allow my child, __to participate in the study. I understand that at I can change my mind at anytime by notifying either my child’s teacher or Mrs. Powell-Schager.__

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> _ Parent’s Name Parent’s Signature Date

_ <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Investigator’s Signature Date Principal’s Signature Date

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Dear Teacher:

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">I, Barbara Powell-Schager, am the media specialist at Big Shanty Intermediate School. I am interested in finding the best method to teach students how to simultaneously learn about science and technology. To evaluate one method of doing this I am planning to study the use of screencasts (videos of the computer screen) to teach students how to use two software programs. One program, CitationMaker, helps students put references in the correct format. The other program, Photostory, enables students to combine pictures and narration. To determine if this is an effective method for teaching I want to co-teach the science unit, “Planets and the Solar System” with four 4th grade teachers It will take approximately six sessions of 1-1.5 hours each to complete. It requires students to complete a WebQuest, an online research project. As part of this project, they will create a digital story using Photostory. Two classes will use the screencasts to learn how to use the software programs and the other two classes I will demonstrate how to use the programs. For this study, I will collect data about all the children in the four classes. It will include information about whether they have an IEP or are gifted. To measure how much they learn about the planets and solar system, all students will take a standard online test. At the end of the unit all students will be asked to complete an online survey about how much they think they learned and how much they enjoyed learning in this way. A few students may be asked to participate in a group interview. Students in your class may benefit if this instructional method proves to be useful in helping students learn both science and technology more easily. There are no risks from participating in this study either. __ <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Participation in this study is completely voluntary. All students will learn the content either using screencasts or not using screencasts. All information about students will be kept __completely confidential__. All identifying information will be erased when the research is finished. At no time will any information be given to anyone outside of the researcher and your child’s teacher.__ <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">If at any time you change your mind, you can withdraw your class from the study by letting me know. If you have any questions about the study you may call the Cobb County Institutional Review Board at xxx-xxx-xxxx or you may contact me.

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**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Agreement to Participate in Research ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">I have read the above study and agree to allow my class to participate in the study. I understand that at I can change my mind at anytime by notifying Barbara Mrs. Powell-Schager.

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_ __ Investigator’s Signature Date Principal’s Signature Date