THE EFFECTS OF COMPUTER USE ON MIDDLE SCHOOL FACULTY

By

George H. Adams

B.A., University of Connecticut 1977

 SUBMITTED IN

  FULFILLMENT OF THE

REQUIREMENTS FOR

RESEARCH AND READINGS (EDU 696)

Instructor: Dr. David Stoloff

DEPARTMENT OF EDUCATION

EASTERN CONNECTICUT STATE UNIVERSITY

Summer 2007

THE EFFECTS OF COMPUTER USE ON MIDDLE SCHOOL FACULTY

Abstract

            This paper examines the effect that computers, as fully integrated elements of a modern middle school classroom, have on the teachers responsible for their use.  It describes the phenomena of “cyberphobia,” the fear of computer use, and how that has been magnified because of the increase in required actions on the computer (record keeping, communication) as well as the increased accountability and ability to understand large amounts of data resulting from the No Child Left Behind Act (NCLB).  Through a qualitative, case study  survey design with middle school teachers in one school serving as the sample, this paper identifies teachers’ fears, and presents successful examples of their elimination.  By understanding the nature of the fear through this research, support programs developed in advance for the entire faculty can address specific concerns and provide the opportunity for all teachers to feel confident in their abilities to implement a curriculum dependent upon computer skills.   

Introduction

Introduction of the Project

            Based on the term “cybernetics” first introduced by American scientist Norbert Wiener in 1948 (prefix from the Greek “kubern” to govern, and the suffix “ics” to indicate a science – Answers.com) cyberphobia, or the fear (phobia) of computers, appeared initially in the 1980’s.  While its definition applied specifically to computers, the term expanded to include anything connected with computer operating systems, peripherals, and the Internet.  For the purposes of this paper, the expanded definition will be very applicable, as today it is difficult to separate the fear of the computer itself from what the computer can do.  In addition, cyberphobia is encompassed by the term “technophobia” which refers to fear of all technological innovations.  The two share many symptoms, and while they are not interchangeable, many of the solutions offered to eliminate technophobia are closely related to the techniques and “cures” for cyberphobia.

While cyberphobia certainly doesn’t sound like a life-altering fear on the level of hydrophobia (fear of water) or acrophobia (fear of heights) for example,  when the working environment is becoming more cyber-based each day it can clearly interfere with the performance of one’s job.  In addition, when that job is the education of students in an American middle school, the ramifications of cyberphobia can be dire indeed.

The study focuses on a middle school faculty that by all definitions has a very high level of access to computers.  In addition to eight work stations in each classroom, plus a  laptop computer for each faculty member, the school has a computer lab contained in two separate areas that hold twenty-five computers each (along with faculty monitoring stations in both, and a computer projector in one) and twenty-four more computers in the resource center.  Morning announcements are delivered by way of a self-contained closed-circuit television studio, with computer editing stations.  Tech Ed courses are taught using computer models for graphic design.  Finally, teachers routinely use their computers for attendance, grading, lesson planning, and communication.

One area in which computer use was lacking was electronic portfolios, and ongoing electronic conversations and comments among faculty and students (blogging).  In general, while computers were employed for custodial operations, they were rarely used as the focal point of lesson design.  When brought up, faculty resistance was palpable.

Despite (or perhaps because of) this extensive connection with the uses of computers in an educational environment, it is surprising that many of the teachers regularly expressed concern about their ability to “keep up” with technological changes, and complained when any addition of computer-centered activity was added to their job descriptions.  At a certain point in time, a teacher used the word “fear” to describe how he viewed the increase in emphasis upon computer-directed activities and many members of the faculty echoed this description.  After discussion with the principal of the school, it was agreed that research on this topic was appropriate within the context of the well-being of the school.

The impact of analyzing data from the Connecticut Mastery Test, and devising methods to deal with student weaknesses, placed computer use in the spotlight as well.  Whether as a cry for help in dealing with the myriad of issues this presented, or as a general indication of too much work, faculty comments became more pointed and negative about the trend toward increased computer use.

            Coincidentally, a majority of the “anti-cyber” sentiment began to appear in earnest around the time that NCLB was instituted.  In schools, teachers were hearing words such as “accountability” tied to their ability to implement computer-enhanced lesson plans, or even to transcribe and act upon the data created by the standardized testing.  The teacher’s lament in reference to computer use became “too much, too soon, too often,” or conversely, “not enough” when referring to time, ability, and training on their computers.

            Teachers’ cyberphobia was born.

Significance of the Project

There are three important elements to look at when studying this phenomenon.  The first, and most obvious, is whether the element of this fear of computers rests upon a lack of familiarity or understanding of the normal mechanical processes of regular school applications of the computer.  These applications would be the “chores” that computers help teachers accomplish such as recording grades, tracking attendance, and inter- and intra- school communications.  Difficulty in performing these tasks would create a tremendous problem in the everyday functioning of a school.  Initially, this seems easy to correct; instruction in the use of the programs in question should be enough to remove this fear.  However, there may be a reluctance to admit that there is a difficulty in this area; and, in some instances, successful performance of a repetitious task does not increase the comfort level of the user.

Additionally, it does not really add to the understanding of the basic computer functions necessary to allow expansion of a computer skills set.  Nor does it create the confidence for faculty to expand their uses of the computer, particularly in adaptations of classroom lessons.  Finally, follow-up training is necessary to maintain a level of confidence and to make teachers aware of innovation.  How then to discover this type of fear and correct it without adding to the complexity of computer functions?  For the purpose of this paper, middle school teachers were surveyed in an attempt to discover whether this was a major component of the survey group’s fears about computer use.

The second element of significance is more difficult to understand, and harder to correct.  It is the underlying fear of technology itself, and it would appear that only successful use of the technology could eliminate it.  But what aspect of technology is causing the fear?  How much technology use must occur before the individual is comfortable using it?  Again, the survey attempts to elicit responses on this topic.

The third significant result was unexpected, and was discovered because of the questionnaire supplied to the staff on technology in the school.  This third element, “the expansion of duties” problem, will be explored later in this paper, along with the questions connected with the first two elements.

The participants in the survey, active teachers at the middle school level, all responded anonymously to the scaled questions provided.  Additionally, they supplied comments on technology, its applications, or computers in general.  Finally, they were asked if they would be interested in seeing an application of educational technology within their own classrooms.

Attempting to identify areas in which professionals can improve performance is a worthy goal for any study.  In this case, the study group has the responsibility of educating America’s   students for the future, and the computer will most certainly play a significant role in it.  It is important to establish training programs that will address specific concerns, and offer immediate resolution of computer use issues.

Research Questions

            With preliminary questions about computer use answered in advance (what types of programs were used the most, how was the computer integrated into regular classroom functions), the research project zeroed in on the computer issues that created problems for the teachers.  The type of research is qualitative, a survey-designed project focusing on a case study group of middle school teachers with the following research questions:

            What aspect(s) of computers in the classroom cause(s) cyberphobia?

To what extent is cyberphobia caused by a lack of information regarding how computers can supplement normal lesson planning?

How does practical illustration of computer use in the classroom make the removal of cyberphobia possible?

 How should in-service professional development address elements of cyberphobia?

            Obviously, the first question is essential to answer, particularly if conformance to a strict definition of cyberphobia is maintained.  In truth, there were no descriptions of actual heart-stopping fear.  Reluctance, aversion, and misdirected anger were prevalent.  Together these elements add up to a condition that prevents faculty members from incorporating the computer into their normal classrooms.  Perhaps a “phobia” defined by a combination of circumstance and experience is more accurate.  Still, in many cases, these teachers’ behaviors are similar to those legitimately “afraid” of their computers.  Typical responses that are normally generated by fear were evident when teachers were faced with expanding computer responsibilities.  These included hesitancy in making decisions, emotional distress, and physical responses such as sweating and general discomfort.  As these were common, identification of the source of these responses had to occur.

            The second question goes to the heart of the “computers in the classroom” question.  Many teachers still find it difficult to imagine a classroom that uses the computer as a tool for instruction rather than a machine for data recording.  This would be the basis for follow-up activities, and would be a productive addition to the research results.  As evidenced earlier, the trend was for the school to move toward computer inclusion.  Teachers’ security could only be enhanced by developing the ability to use their computers effectively for the benefit of their students.

            If cyberphobia correlates with the lack of ability to use the computer as an educational tool, then it is essential to demonstrate a lesson where integration of the computer into “regular” classroom activities is easy and productive.  Teachers are nothing if not pragmatic; they want practical examples, not theories.  Could the correct use of a computer-centered lesson plan convince teachers that this is viable, and alter their perception of this type of planning?  More importantly, after seeing how to do this, will teachers adopt the procedure?  Can they take the demonstration and use it as a template for future lesson plans?

            Finally, can attention to these concerns in advance eliminate or at least reduce their prevalence?  This is a very important component of the study, as the project was taking place with administrative approval.  Clearly defining specific areas where in-service professional development can increase teachers’ productivity and overall effectiveness is an essential, desired outcome of the study.  Determining the most effective way for this to occur is clearly connected with the administration’s desire to educate the faculty and improve teachers’ performances.

Educational Setting

            The setting for this study is a New Haven county middle school, described by its Board of Education web site as having a student population of 598 students in grades 6-8 for the 2006-07 school year.(Note: for the protection of participants, the actual school and its town are not identified.)  A town demographic information site states  that it is a predominantly White community, with Black, Hispanic, Chinese, Japanese, Indian, and other ethnic groups together representing roughly 10% of the municipality’s 15, 454 total population.  The middle school echoes the same statistical breakdown, as does its faculty.

            The median household income in this community is $52, 408, with a slight majority of residents (58.9%) in white-collar occupations.  (There has been a median income increase over the last three years, with younger, wealthier families whose children attend elementary school coming to the town.  At the opposite end of the spectrum, empty nest families have increased as well.  These two demographic groups have converged to produce contentious educational budget fights over the same time span, and have proven to be especially injurious to middle school monetary requests.)  While the middle school is blessed with technological hardware, it is time for much of it to be upgraded; and, in many cases, replaced.  This is a contributing factor to disgruntlement among teachers about computer use.

The sample for this study is all middle school faculty members in this school.  One unusual characteristic of the faculty is the relatively high number of graduates from the system that have returned in instructional, guidance, or administrative positions.  A majority of the teaching staff has a Masters degree, and a significant portion also have their 6^th year degree.  Few teachers have not earned tenure, which occurs after the fourth year of employment.

Instructionally, this study conforms to state standards for the incorporation of educational technology into the classroom and faculty competencies found on the Connecticut State Department of Education (CSDE) web site, specifically the following:

I.4. Teachers understand the central concepts and skills, tools of inquiry and structures of

the discipline(s) they teach by:

a. learning about and using computer and information technology as an integral part of teaching their discipline(s)

b. knowing and utilizing national and state standards within their disciplines(s)

c. being aware of the evolving nature of subject-matter knowledge and the need for keeping abreast of new ideas and understandings within one’s discipline, including the impact of technology and information sources on the nature of teaching, communications and the development of knowledge.

II. 1.  Teachers plan instruction based upon knowledge of subject matter, students, the

curriculum and the community by:

a. selecting appropriate materials—including a wide range of technological resources—to help students find information, interpret the quality of sources, and effectively synthesize and communicate information.

III. 4.  Teachers create instructional opportunities to support students’ academic, social

and personal development by:

a. employing techniques that address a variety of learning styles as well as incorporate a wide range of community and technology resources.

Additionally, in 1999, the International Society for Technology in Education (ISTE) published National Educational Technology Standards and Performance Indicators for Teachers that delineated six standards with their own performance indicators to establish guidelines on the skills that educators should acquire.  Again, these appear on the CSDE site.  They are:

1. Technology Operations and Concepts – teachers demonstrate a sound understanding of

technology operations and concepts;

2. Planning and Designing Learning Environments and Experiences – teachers plan and design effective learning environments and experiences supported by technology;

3. Teaching, Learning and the Curriculum – teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning;

4. Assessment and Evaluation – teachers apply technology to facilitate a variety of effective assessment and evaluation strategies;

5. Productivity and Professional Practice – teachers use technology to enhance their productivity and professional practices;

6. Social, Ethical, Legal and Human Issues – teachers understand the social, ethical, legal, and human issues surrounding the use of technology in preK-12 schools and apply that

understanding in practice.

(ISTE Standards from CSDE website 2007)

Literature Review

One of the difficulties in researching cyberphobia in the classroom is the relative novelty both of computers in the classroom and, consequently, the resulting phobia.  The push for an expansion of computer technology in public schools in earnest began roughly ten years ago, as evidenced by the following data reprinted from the U.S. Department of Education National Center for Education Statistics website, and illustrating the percentage of Internet access in schools in surveyed years from 1994 to 2005:

School characteristic          1994     1996     1998     2000     2001     2003     2005

All public schools                  35         65         89         98         99         100        100

            As illustrated above, it was only between 1994 and 1996 that the 50% “connection barrier” was breached.  However, it is also obvious that, from that point on, technology’s inclusion in schools was rapid.  While these figures only represent access to the Internet, and not numbers of computers available for use, those numbers increase correspondingly as well.  (NCES 2007. p.20)  Initial reports were favorable about computer technology’s role in the classroom, some likening it to the same types of revolutions that occurred when the radio and the television had similar introductions.  However, in most instances the positives of computers in the classroom in the late 90’s were limited by number of computers; and, perhaps more importantly, teachers’ abilities to use them.

            Without instructional workshops to drive the computer’s integration into the classroom, its introduction was often sporadic and poorly connected with curriculum.  Additionally, the limited understanding of computer functions by faculty often led to failed lessons when the technology “did not cooperate.”  By the start of the twenty-first century, rumblings were beginning to be heard about computers in the classroom, though “cyberphobia” was not the issue at first.       

            The lack of instructional support for teachers is pointed out by Dr. Jane M. Healy (1998) in Failure to Connect: How Computers Affect Our Children’s Minds – for Better and Worse when she quotes Kathleen Fulton, who directed a teaching and technology study for the Office of Technology Assessment.  “‘It seems a lot easier to buy ‘stuff’ than to support teachers.’”  Healy continues, “The real task is figuring out how to provide more children, both at home and at school, with meaningful and valid learning experiences…The brutal truth, despite all the hype to the contrary, is that children without computers and with a good education are far more likely to succeed than children walled in by technological fads” (p.88).

            Depending upon your view of computers in the classroom, it is either fortunate or misguided that most schools did not agree with Healy’s (1998) assessment, and turned instead to implementing computer study as a curricular item.  It became a workhorse for record keeping; attendance, website communications with students and parents, peer-to-peer communication via e-mail, and grading systems all became common when each teacher had access to a computer.  While the intent was to use the computer’s capabilities as an aid to simplify such tasks as the ones named above, it inadvertently increased the demand for computer competency by placing more and more emphasis on this aspect of classroom duties.

            In continuing to explore the twin issues of training of teachers and expenses in education, Healy (1998) contributes, “In the United States in 1997, only 15 percent of teachers had received nine hours of training in educational technology, and most school systems spend far less than the recommended portion of one-third of their technology budget for this purpose”  (p.64).  In Connecticut, specific initiatives drove the rapid inclusion of computers in the classroom. 

            The biggest impact, however, was generated by Public Law 107-110, the United States federal law passed in 2001, known commonly as the No Child Left Behind Act.  Although the stated purpose was to improve the performance of U.S. primary and secondary schools by increasing the level of accountability for states (Wikipedia reference 2007. 1st paragraph), an offshoot of the Act was an increased fervor in the application of educational technology.  In Connecticut, compliance with the Adequate Yearly Progress (AYP) provision of NCLB was based on scores generated by the Connecticut Mastery Test (grades 3-8) and the Connecticut Academic Performance Test (high school).  Determining compliance required an understanding and application of large quantities of numerical information: overnight, the computer became a school’s way of not only understanding data about a school district, but of isolating strengths and weaknesses in the system, and correcting those weaknesses that have an impact on the AYP through use of specific programs.  Large numbers of students could best receive these programs by way of computers.

            In opposition to the standardized testing in general, and to computers being used to promote this aspect of AYP, a grassroots internet movement, Students Against Testing (SAT) issued the following statement: “ NCLB is becoming a national campaign for student boredom and apathy, and it’s sending many of today’s most cherished and creative teachers out the door in frustration.  Its ‘scientifically-based instruction’ is a euphemism for plain and simple data-ingestion, a low-level brain function that is increasingly left to computers or fly-by-night private tutoring companies do”  (Students Against Testing 2004. p.1, 2^nd para.).

            Despite SAT’s strong words to the contrary, most school systems embraced the emphasis on computerized instruction, and held out the promise of increased test performance.  Suddenly, the mechanical tasks that seemed to be the limit of most teachers’ involvement in computer application were just the tip of the iceberg.  Teachers were not only asked to use the computer, now they were required to use it with little regard of their own competencies in that area.

            It is apparent that the literature names several areas that need examining before inclusion of computers in the classroom can be declared a success.  This study tries to identify ways to accomplish this.

Research Design

Design and the Selection of Participants

            This is a case study research project that used qualitative and quantitative methods of data collection.  The population for the study is all teachers who use computers, with the target population being the district’s middle school faculty.  The researcher is member of the faculty at the middle school; the environment and the participants were easily accessible.  The target population group received a survey (See Appendix A) that asked about computer use in the classroom, and contained open-ended questions about cyberphobia as it applies to them.  Finally, those teachers requesting assistance were provided with a lesson plan and demonstration of a computer-centered lesson in their discipline.  These teachers became the sample for the study, and were interviewed following this experience.  This selection was purposive, hoping to represent all teachers with cyberphobia, and the three middle school grade levels as well.

Method of Data Collection

            First, permission was received in writing from the principal of the middle school to conduct the study (See Appendix B).  Data was supplied in advance of the study through an electronic communication to all faculty members that explained the study, and requested their participation in filling out the survey questionnaire.  Return of the survey questionnaire indicated permission to use the information in compiling the study.  Names and contact information were requested of the participants wishing a lesson demonstration. 

The following methods were used in this investigation:

1. Initially, the survey was to have been presented and collected electronically.  Due to time constraints, and maintenance on the district’s server, this method was abandoned.  The questionnaire was provided to faculty members through their personal mailboxes.  It was based on one supplied to a graduate program in the fall of 2006 at Eastern Connecticut State University, created by Dr. David Stoloff for his Computers in the Classroom and Curriculum course.  That survey, presented to peers in educational settings by Dr. Stoloff’s students, covered a great deal of ground and included types of programs faculty were familiar with, and the ways they used technology.  The modified questionnaire focused the questioning on performing the required functions on the computer in the class, and if the faculty felt their ability levels allowed them to complete those tasks successfully and without stress.  Secondly, it asked how comfortable teachers were with incorporating the computer into their curricular responsibilities.  Third, it asked how in-service technology classes had been helpful.  Lastly, respondents could receive a demonstration of a lesson plan, tailored to their discipline, with computer-use at its core.  These teachers would become an interview source.

2. The teachers completed the forms and returned them to the researcher through his mailbox within ten days.

            3. The researcher consolidated the information, and contacted those participants that requested additional support to schedule a meeting to explain a lesson plan, and a date to demonstrate the lesson in the teacher’s class.

            4. After the demonstration, participants were interviewed and their responses recorded by the researcher.

            5. Results of the study were shared as per initial agreement with the principal.  No participants were identified by name.

Results: Overview

In May of 2007, 60 Connecticut middle school teachers were provided surveys on computer use in their classrooms; more specifically, their concerns about the same.  Faculty answered anonymously, unless the respondent wanted additional support. This survey, modeled after Dr. Stoloff’s graduate study survey, was in-hand when the school involved was experiencing a unique convergence of events.  District initiatives had called for implementation of full-inclusion, differentiated instruction, and reciprocal teaching strategies by the end of the 2006-07 school year, while at the same time all disciplines were creating their curricula for the first time.  High on the administration’s list for curricular inclusion were several new aspects that required increased computer ability and use such as electronic portfolios, blogging, and student web sites.  While this presented the ideal opportunity for those backing the inclusion of technology in the curriculum, these proposed additions also contributed to already-existent computer anxiety triggered by the reaction to the latest Connecticut Mastery Scores.  The computer would be used to dissect the scores as well as implement programs to address weaknesses.  Teachers who viewed the computer as “unavoidable” were now forced to embrace it.

            One positive result of this convergence was that there was a 100% response to the survey, as teachers used the approved-survey design as a means to communicate a variety of frustrations/concerns/insecurities that the computer generated.  The results identified a new category of cyberphobia called here “expansion of duties” phobia.  While this is probably a common theme in most occupations when job responsibilities expand, the sole focus of concern here was that the new duties involved the computer.  The concern over lack of instruction in new areas, combined with the volume of work that could only be completed on the computer, led to some spirited responses to the survey questionnaire.  Many teachers also voiced an essential question about computer applications: was this helping them teach?

            Finally, the increased focus on computers in the school led to many more faculty members looking for instruction on ways to include the computer in their lesson planning, and for ways to show how these plans connect with state strands as well as curricular items.  It is a hope that with a positive reception of this study, more lessons can be demonstrated and the use of the computer in driving lesson plans will become in-service activities in and of themselves.  More important is the possibility that the fear surrounding purposeful computer use can be eliminated.

Results (Part I): Survey Replies

            Of the sixty respondents, 43  (71%) answered the first seven questions (related to comfort in using the computer) with the highest rating possible (5) indicating that they used the computer a great deal, and had no difficulty in adding new computer tasks to their repertoire.  Questions 8 and 10 (#9 was a repetition and consolidation of questions 1-5 to check the honesty of those answers) were of significance.  Both indicated difficulty in using the computer, or the preference to avoid computer use altogether.  Seven participants (11%) showed preference to avoid computer use altogether (with a score of 5).  More significant, however, was the number (16, or 26%) of participants who found that new ways to use the computer made them nervous.  Since this total encompassed a percentage point above a quarter of the recipients, this group’s open-ended responses seemed to be the most logical to study for causes of cyberphobia.  Five of these respondents also requested classroom assistance.  Many of the respondents (30) who indicated a level of confidence in using the computer in the classroom did not answer questions number 10 and 11 that asked for their comments on negatives (#10) and positives (#11) of technology in the classroom.  However, all of those in the 26% who felt nervous with new computer use indicated new duties on the computer as a major negative, along with a fear of losing data, frozen computers, and accidental inappropriate internet use.  (Note: teachers’ computer use is monitored and inappropriate access to sites that are blocked results in a warning on the computer screen and the statement that the administrator of the system and the principal are being contacted.)  Of the five requesting assistance, all expressed concerns about their ability to incorporate the computer into a lesson, find appropriate sites, or monitor student activity.

Janice’s response to question #10 is representative of this group of five: (Note: All names have been changed.)

“I felt that every time I heard someone talking about using the computer in the classroom that they were in another world from me.  Or, that they had gone to some different school that taught all of these wonderful skills.  They never had problems with their computers freezing, or the printer not working.  I only saw kids trying to go to inappropriate sites in my class, and the fact that most of them hide even that from me (because they know more) is a real negative.”

Richard, a member of the 26% who did not request help, described one of the negatives that three of those requesting help did express:

“The biggest negative – the idea that more and more duties can be added on that are going to be easily done on the computer.  Everything I do ends up being trial and error with a lot more error than I’d like.”

Sandra, another of the 26%, added this concern reflected by all six of the teachers requesting assistance:

“I know some things on the computer.  But the kids know so much more.  While I’m doing all the attendance and the lesson planning on the computer, they’re doing whatever they want.  They know how to get past the blocks.  I don’t.  Believe me; they don’t use that skill to go places they should go.”

Finally, Sarah, one of the five asking for help, and one of the seven wishing to avoid computer use totally:

“The biggest negative is what the computer doesn’t do.  It doesn’t make kids ‘work.’  They have spell-check and grammar-check.  They don’t need to know grammar or spelling rules, even though we warn them about homonyms.  I think the computer becomes a huge distraction in my classroom, particularly for the kids who will use anything to get out of a lesson.  I don’t see how we {teachers} are supposed to keep up with everything.  How do I apply a grade to something that’s been created from the internet?  How do I know if something’s just been cut and pasted?  And, some sites on the internet are just opinion.  How do I teach all of my students about that?”

From compilation of the data, the five areas needing to be addressed in the lesson plans were:

1.      Ease of access to pertinent information;

2.      Connection to state strands and curriculum;

3.      Process of monitoring;

4.      Evaluation of students’ processes in locating data;

5.      Evaluation of student results.

Results (Part II): Demonstration Lessons - Introduction

Information obtained from Eastern Connecticut State University graduate course Computers in the Classroom and Curriculum taught by Dr. Stoloff introduced this researcher to the CultureQuest project.  As described on its homepage:

“CultureQuest involves students and teachers engaged in inquiry-based classroom projects that explore other peoples and cultures.  Projects are based on students’ questions and interests and involve the focused, intensive study of one or more aspects of the art, music, literature, religion, values, daily life customs, and traditions of other cultures.  Students supplement traditional resources with extensive use of the Internet, both for information and for communication with knowledgeable adults and peers in the country they are studying.  Their completed work becomes part of a class web site, which may be accessed at this site.  

CultureQuest seeks to promote better understanding and appreciation of other cultures, strengthen inquiry, research and literacy skills while providing students with technology skills for the 21st century.”  (CultureQuest homepage, 2007)

Because the CultureQuest websites explore multiple topics about individual countries and cultures, this seemed to be a perfect source for demonstrating computer-based lessons that could connect with a variety of educational disciplines.  In most cases, these websites satisfied all five  areas that needed addressing by the demonstration lessons.  Additionally, the sites offered links that could be explored by teachers looking for more information.  Finally, the material contained on these sites could be fully trusted not to contain information or other website connections that would be inappropriate for students to view.  This was of paramount importance, not only to satisfy classroom teachers, but the middle school technology code as well.

Results (Part II): Demonstration Lessons – Participants

            As indicated earlier, five teachers requested an illustration of computer-based lesson planning through a demonstration lesson, and  lesson plans (See Appendices C, and D1-4) for the implementation of  lessons in their own disciplines.  Listed below are the participants, their grade levels, their disciplines, and curricular content:

Janice: Sixth Grade Social Studies: World History, Eastern Hemisphere;

Dana: Seventh Grade Social Studies: World History, Western Hemisphere;

Chanel: Sixth Grade Math: Leveled, introductory math concepts;

Baily: Eighth Grade Science: Foss Kit Units: ecology, dissection, electricity, astronomy;

Sarah: Eighth Grade Language Arts: writing, particularly Connecticut Mastery Test content.

            Note: For the purposes of brevity in this study, Janice’s demonstration lesson experience will serve as a representative of all five lessons.  Where particular concerns of the participants are addressed, comment will be made in the post-test interview sections.  Comments from all faculty participants are included.  Anyone wishing to use CultureQuest as the core of a lesson or to participate in setting up a site are encouraged to visit http://www.culturequest.us/ and to use the resources provided for educators.

E-curriculum software created electronic and printable lesson plans.  One advantage of this program is that it connects effortlessly to state content strands and standards, as well as providing space for differentiated activities, a requirement of any lesson plan used in this particular middle school.  As the teachers’ primary tool for constructing lesson plans, its use was familiar to all of the participants in the demonstration portion of the study.

Results (Part II–a): Representative Demonstration Lesson: Janice

            Janice is a thirty-five year old social studies teacher, with seven years teaching experience.  She began teaching after working in the private sector for several years.  Janice’s lesson plan was a very important one to create and implement, as it was to be the first demonstration lesson for any faculty member.  Janice had been honest in expressing her concerns and her desire to have a demonstration lesson provided.  It could only help if she would be as honest in “spreading the word” when her experience was a positive one.  As indicated by her prior comments, Janice’s concerns went beyond the limitations of her own capabilities to her concern about students “hiding” their computer activities from her.  Prior to the class lesson, Janice was shown the “history” capabilities of her computer to record exactly what sites her students had visited.  In conjunction with this, she was informed that part of the demonstration lesson would include a discussion with her students of computer etiquette, including the information that she could “see where everyone has been.”  Janice also had the opportunity to access in advance all of the CultureQuest sites that would be used for her class. 

Note: the researcher received permission from administration to provide instruction and implement the demonstration class.  As the grade level in three out of the five demonstrations was different from the researcher’s, it was possible to use the researcher’s planning time for the instruction and demonstration.  For the two same-grade level demonstrations, the Special Education Co-teacher covered the researcher’s class for those two periods. 

            Janice’s class is a non-leveled, full–inclusion class of twenty students.  Class length is 43 minutes.  (This applies to all classes involved in demonstration lessons.)  For this particular lesson five groups of four students were formed, each to study a different country in the Eastern Hemisphere from a list generated beforehand, and report to the class.  Janice was encouraged to direct the assignment of countries to satisfy differentiated instruction concerns.  (There are many good subsections on all CultureQuest sites.  Some are at higher or lower comprehension levels, and Janice could see in advance where she wanted certain students to go.)  Options for the types of student presentations, and a rubric for each, were provided from a bank that Janice used regularly.  The students had the option of oral reports, travel brochures, or written reports with each group member supplying a “chapter.”  They would have two research days in the Library Media Center (where each individual would have a computer), and two more days in the classroom (where they would have to share computers) to complete their projects.  The fifth day would be for presentations.  The demonstration lesson would take place before the five-day assignment began, and would illustrate how the information would be obtained by visiting the CultureQuest site and locating the country on which they were to report.  Janice, like all faculty participants, would be interviewed after the full lesson was completed.

            The five countries from CultureQuest chosen for the class were: The Czech Republic, Egypt, Greece, Iraq, and Korea, all sites accessible through CultureQuest Connecticut, whose website is run through the Eastern Connecticut State University Education Department, and whose contact is the Department Chair, Dr. David Stoloff.  The demonstration lesson would be on Japanese Junior High Schools (CultureQuest Archives, 2007), chosen for its ease of access, and the variety of topics presented clearly with corresponding internal links.

As was the intent, the class accessed the website chosen for the demonstration lesson easily.  Janice was encouraged to be a participant at this point in the lesson so that she could experience the ease with which her students connected to the appropriate information, and to share her students’ experiences.  It was important to create a level of comfort and familiarity for Janice.  Janice and the students were encouraged to explore the site for the next ten minutes, visiting the internal links provided by the site.  The particular site was chosen for the demonstration lesson because the site had links to the following content areas, all of which would (hopefully) be of interest to sixth grade students:

 What is a typical school day like?

What do students do after school?

How do middle school students prepare for high school?

What is the parents' role?

How are students expected to behave?

Janice put the students in the groups that they would be in for the rest of the lesson, arranged seating, and, as per instructions, selected one of the five topics for each group.  Their assignment: to condense the information on their particular portion of the CultureQuest site in ten minutes, and choose five important facts or ideas (one for each group participant).  With ten minutes left in the class, each group chose a spokesperson and reported their five important facts or ideas to the rest.  This would be the pattern followed for all of the demonstration lessons, with different countries, different tasks by grade level relating to the particular discipline emphasized.  The lesson plans attached illustrate the different tasks assigned by discipline.

The students did a very competent job, and seemed to enjoy the activity.  When asked, the students all indicated that they understood what was expected of them in the following week, including what they were not to do, including a reminder about plagiarism.  (All students have a lesson in the Media Center at the beginning of the year on citing sources and the penalties of plagiarism.)  The researcher reinforced the message about Janice’s capability to see what sites they visited.  The students seemed eager to begin.  More importantly, Janice noticed the ease with which the instruction took place, and said that she definitely felt capable of starting the real lesson on Monday.  She still expressed some reservations about the overall potential for success.  As she informed the researcher, it was her “habit” to anticipate the worst.  Informally, she expressed concern about the computers “freezing” or the “web being down.”  The Media Center director joined the discussion, promising support for Janice if any of her fears were borne out.  Finally, the researcher gave her a list of simple questions to consider while the class was in session the following week.  These were to be answered voluntarily, and were only intended as guidelines for the post-interview session.

Results (Part II-b) Faculty Participants’ Post-Interview Comments

            The participants in the demonstration lesson were contacted after their class lessons were completed, and a post-interview was conducted with each.  The following are significant excerpts.

Janice:

Concerns: Lack of computer knowledge, computer reliability, students accessing inappropriate sites

             “While my initial statement of concern was about not knowing how to use computers, I think that I hadn’t really had the opportunity to give a complete lesson with the computer as a supplemental tool.  I couldn’t “create” anything, because I didn’t really know what was available, and if I tried, the students rarely stayed on task.  Either the lesson was too short, or I hadn’t defined it well enough.  This made me feel ineffective with the computer, so I avoided using it for lessons.  I want to promote creativity, but I also want to control where the students go.  I couldn’t find a balance, and it was easier to just let the computer be where I did attendance and grades.

            The demonstration lesson was very helpful.  First of all, I had the opportunity to view the lesson in advance, and then experience it as my students did.  I found the site to be perfect for the lesson; it was easy to get to, had plenty of variety, and all the links had appropriate content.  The students were able to get the information they needed, and all students had an opportunity to participate.  Just as important, the content was sufficiently difficult enough to engage even the highest-level learner in the class, but was also easy enough to be understood by all.

            I spent my preparation period that day looking at the sites that would serve as the basis for the next week’s lesson.  It was a real accomplishment for me to be able to do this on my own.  As I would with any other lesson, I tried to anticipate any problems that might occur.  Outside of mechanical failure, I really couldn’t see any.  And, I have to admit it – I enjoyed myself on the sites, and learned a lot.

            While the demonstration lesson really had to do with my first two days of class, I found that the students were really “up” the entire week.  They were happy because they found information more easily, and all five groups chose oral reports (perhaps because of the way the demonstration lesson ended).  This was unusual because two of the groups had disabled students, and previously they had avoided speaking in front of the class whenever they could.  They were as excited as the rest of the class to participate.

            Because the entire lesson took place on one site per group, it was very easy to spot if a student wandered.  One boy did, but not through a link off the site.  His fellow students forced him to return to his part of their oral presentation.  Classroom management was very easy in general.  The students kept their attention directed at the computer, or worked together on compiling information for their individual pieces.

            When I do this lesson in the future (and I will), I think I will assign the type of report that the students give.  This is not directly connected to the computer, but because the sites are set up so well, the oral reports became very similar.

            To summarized the experience: I am still cautious on the computer, but recognize that I can use it effectively in the classroom.  I am planning to construct a lesson of my own involving specific sites, and center the idea on a scavenger hunt.  This is something that I would have felt was beyond my ability before the demonstration lesson, or too much trouble to put together.                                  

I also feel that the students’ experiences were enhanced by using the computer.  This is a very dramatic change in my feelings about computer use.  I still feel like there are other people who can do this so much better, but at least I feel confident enough to try and learn more.”

Dana

Concerns: Computer takes up too much time with regular tasks already

Dana is a twenty-five year old seventh grade social studies teacher.  She has been teaching three years.

             “I think that we do too much work on the computer right now.  Daily attendance, lesson plans, e-mail, and grading take up too much time as it is.  I want to interact with my students, not a machine.  I signed up for the demonstration lesson as a challenge.  By the time my turn came, two other teachers had had the demonstration, and had spoken highly of it.  I was interested to see if I could be sold on the ‘computer idea.’

             This is my first year teaching without the BEST program hanging over my head.  I really look forward to interacting with my students; this is what I enjoy most in teaching.  My personal feelings about the computer have created a wall between the class and me.  The students have computer classes and enjoy their time on the net – I am just so tired of the work we have to do on the computer that I have avoided using it in class.

             The lesson on Japan’s junior high schools was an eye-opener for me.  It was really easy, and using the computer didn’t seem like work.  The resulting class lessons were good, and supplemented the curriculum quite well.  The interaction between the students, the computers, and their peers was exactly what I was looking for in my classes.  It was a very positive experience, and changed my mind about the use of the computer being nothing more than work.

             I don’t think that it is appropriate to involve the computer in every single lesson.  While it has come under fire lately, I still like an occasional class lecture to supplement a unit.  It was evident, however, that the kids liked the computer lesson, and they stayed on task more than they do in usual classes.  Most of the students’ work seemed to improve; this perception could be as much about my surprise at the success of the lesson as the students’ actual performances.

             I don’t really know how much I will use the computer in the class in the future, but it will be more than I did before.  I liked the sites that we went to, and I have found others, like the National Geographic site, that are beneficial as well.  Before, I avoided using many of the sites that assist teachers; recently I joined the rest of the teachers on my team by joining the Teachnology site.  I think I will have to look at my feelings about the normal every day computer operations.  They probably shouldn’t be limiting my use of the computer with my students.  Still, the amount of work tied to the computer does create a negative response in my mind.  It has been altered slightly, but I still don’t relish the record keeping.  I do recognize that this is a reality of the teaching profession.  I guess I will have to adjust.”

Chanel

Concerns: Too much work, making mistakes by going to improper sites

Chanel is a first year, sixth grade math teacher.  She is twenty-two years old.

             “I was very nervous when I used the computer.  I was so afraid that I would hit the wrong button and go to the wrong site, or delete everything.  I know this sounds strange for someone just out of college.  But, I have avoided ‘tech’ forever.  All my friends have MP3 players – I don’t, because I’m afraid I won’t figure out how to use it.  So I expected the demonstration lesson to be very difficult, and for my opinion to be unchanged.

             I was wrong on both accounts.  The demonstration lesson was easy, my kids liked it, and I was able to use a math lesson on comparative values (identifying place values in large numbers) with the populations shown on the sites we accessed.  This time the computer worked – I’m still not sure I can use it all the time.  I hope I can have more assistance in the future, particularly on in-service days.  This is something I have to get over.  I’m just not totally sold yet.

             I do think that math is a bit more difficult to create lessons for.  I can see how the sites would be very beneficial for history and social studies, but it seemed a stretch to do the comparative value lesson.  I think I could have found an easier way to get the principles of the lesson across.  Still, it seemed that the kids liked using the computers in math class.  They tested well on the unit, so they understood the different place values.  Was this because of the computer lesson alone?  I don’t think so.  Still, it didn’t hurt the students or me.  And, I didn’t go to the wrong place, or delete anything.  That’s a plus!”

Bailey

Concerns:  Fitting the lesson to curriculum, sites that are more than just “fun time”

             “My lesson plans are directly tied to Foss Kits, complete individual lessons with instructional materials provided.  I am not really hesitant to use my computer for a class – it just seems unnecessary.  And, unnecessary to me means additional work that may or may not be successful.  I was willing to commit to the demonstration lesson, as much out of curiosity as anything else.

             The Japanese junior high school site was interesting, but I still wondered how these types of sites would supplement the science program in my classroom.  The unit topic was ecological systems, so I suspected that once the students got into the natural resources of different countries that the lesson would proceed successfully.

             I was wrong and right at the same time.  The upper level students did make very good use of the information provided on the web sites, and they were engaged the entire time.  Other students became distracted by information that did not pertain to the lesson; instructional, yes, beneficial, no.  It took a great deal of effort on my part to keep the students on task.  The students had to infer what information would help define an ecological system.  For some, this was too difficult a task in comparison to the specific, simple examples supplied by the Foss Kits.  Because the students were grouped with their lab partners, some took advantage of the situation and left the majority of the work to one student in the group.  I recognize that this could happen with any lesson, but for the computer lesson to become a viable substitute for regular classroom activity this can’t occur.

             Overall, I would give the lesson a “C.”  I could understand how the lesson could be a good supplement to those students capable of doing more independent work, but the majority of the class would have been better served by the straight Foss Kit lesson.”

Sarah:

Concerns: Students do not have to work, no need to learn grammar or spelling, the computer as a distraction, teachers ability to remain current with the technology, sites containing opinion, grading of computer lessons.

            Sarah is a “fifty-something,” who has been teaching Language Arts/Writing skills for twenty-seven years.

                         “I am the old dog having trouble learning new tricks.  I don’t like the tasks that the computer performs for my students.  Most people think these aids are good; these people don’t have the CMT [Connecticut Mastery Test – author] writing scores serving as an evaluation of their teaching ability however.  The amount of work created by interpreting test scores and implementing lessons to bring the scores up really made me resent the computer.  I have been teaching for a very long time, and I considered the computer another one of the ‘great education saviors.’  These come along every so often, and usually end up being novelties.

                        The demonstration lesson showed me a lot.  It used the computer as an aide, but the students still had to do the research.  It was good to hear the admonitions about plagiarism reinforced, and I noticed that the majority of the information on the sites was fact, not opinion, or at least it was identified as such if it was opinion.

                        I used the CultureQuests sites as the basis for a persuasive essay on why a student would want to live in their assigned country.  The arrangement of the information on the sites made finding positives about the country very easy.  I was able to monitor the class’s progress as well.  The students stayed interested; they not only had to research their particular country, they had to write their persuasive essays as well.  I lost the battle on the computer-assisted grammar and spelling, but I did get to make the point about homonyms or incorrect word usage not being detected.

                        The reality is that my students get tired of doing persuasive prompts again and again.  This lesson allowed the essay to ‘sneak up’ on the students.  Most recognized the assignment as a prompt, but because it began with computer use, the blow was softened.  An additional benefit was that the students learned about different cultures, and saw the positives in them.  The final essays were clearly created by the students, and were no harder to grade than any other writing assignment.  The computer will still be a second choice for me, but I know now that it can be a benefit rather than a negative.  I also want to learn more – that’s a big admission on my part.”

Conclusions and Recommendations

            The first and most important conclusion that can be reached after conducting this study is that cyberphobia is a complex issue.  Its influencing factors range from lack of desire to use the computer in a classroom because of a perception of too much work, to a literal fear of damage or loss of data being created by computer use.  In between are teachers’ difficulties in using the computer appropriately as a supplemental tool in the classroom, and juggling this with the normal time or curricular constraints of a regular school day.  Of pedagogical interest, some of the concerns about computer use in this study centered upon ways to maintain student interest, monitor classroom behavior, and achieve results that are in tandem with curricular goals.  The demonstration lesson and the subsequent class lessons did seem to satisfy the majority of teachers in those areas.  In one instance, the study program did not appear to be as effective a tool as a “regular” lesson to the teacher involved.  This may be a result of the sites chosen, or a preference on the part of the teacher to continue with the established manner of teaching in his class.  In all other instances, post-interviews indicated a change in the attitude of the participant, and a clear reduction in cyberphobia.  Whether this will be permanent, only time will tell.  It is the intent of the researcher to continue this program where permissible and where it is requested, and to expand it if possible. 

“Hands-on” demonstrations for faculty members are highly effective, and, in fact, seem to be an imperative in creating successful integration of computer technology in the classroom.  This is the major recommendation of the study: that future teacher in-service days use programs similar to the one used in this study to illustrate the possibilities for student learning in increased computer use.  Additionally, it is hoped that the program itself will be allowed to continue, and that this study’s participants take it upon themselves to pass on the information and confidence that they have gained.

The effects of computers on a middle school faculty can be very positive, as evidenced by this study.  Negative opinions about computer use in the classroom can be changed.  Further research should be conducted to address the concerns about too much work being done on the computer, and the perception that in some form or fashion lessons conducted involving the computer have less validity than “normal” classroom activities.  Cyberphobia does not have to be a factor in a technologically rich school.

To References

 Note: All appendices below refer to "The Effects of Computer Use..." AND ARE NOT CONSISTENT WITH THE LINKS PROVIDED FOR THE APPENDICES IN THE ELECTRONIC PORTFOLIO IN WHICH THIS APPEARS.

Appendix A :EDU 696 Survey

Educational Technology Survey

Dr. Stoloff  EDU 696

Eastern Connecticut State University

Summer 2007

George H. Adams

I.  Please answer the following questions on a scale of 1-5 with 1 showing the least agreement:

1.      I am comfortable using computers.                                                            1     2     3     4     5

2.      I enjoy learning new ways to use the computer.                                         1     2     3     4     5

3.      The computer is mostly used for grading and attendance.                           1     2     3     4     5

4.      The computer is mostly used for e-mail communication.                             1     2     3     4     5

5.      The computer is mostly used for word processing.                                     1     2     3     4     5

6.      The computer is mostly used for lesson planning.                                       1     2     3     4     5

7.      The computer is mostly used for the Internet.                                             1     2     3     4     5

8.      New ways to use the computer make me nervous.                                     1     2     3     4     5

9.      I only use the computer for record keeping (grades, attendance, etc.)         1     2     3     4     5

10.    I would prefer not using the computer if that was possible.                          1     2     3     4     5

II. Please answer the following with one or two words or sentences:

1.           List the software programs you use on a regular basis.

2.           List any other educational technology that you are aware of.  Indicate if you use it.

3.           Do you feel educational technology is a benefit in your classroom?

Appendix A (cont.)

4.           Do you feel educational technology has been forced upon you in the classroom?

5.           Have you incorporated educational technology into your lessons?  If so, how?

6.           Are you comfortable discussing computer use/technology with your students?

7.           Do you feel your students want educational technology in the classroom?

8.           What is your opinion of the Internet?  Be as specific as possible.

9.           If you use the Internet in the classroom, please share how you use it.

10.       What negatives do you feel exist with the use of technology in the classroom?

11.       What positives do you feel exist with the use of technology in the classroom?

If you would feel comfortable having a lesson plan developed for you that involves educational technology and having it demonstrated in your classroom, please contact me either through my mailbox or at gadams@#######.  org

Thank you!

Appendix B

Formal Permission from the Superintendent of Schools

Office of the Superintendent of Schools

######, Connecticut

#####  #######                                                                                                                                                                                     ########  ######

Superintendent                                                                                                                                                                                                    Assistant Superintendent

To Whom It May Concern,

This letter indicates that I am aware of the research project that Mr. George Adams, a graduate student at Eastern Connecticut State University, is planning to conduct here at ##### Middle School as part of his Masters Degree work in Educational Technology.  I have been informed that it involves anonymous questionnaire responses from our faculty relevant to the issue of homework in our middle school environment, and follow-up interviews on the subject.  This project has my approval to be conducted here.

Sincerely,

############

Superintendent of Schools

###### Connecticut

Appendix C- Complete Sample Lesson Plan

eCurriculum System eLP                        Licensed to: ###################

COURSE:   Sixth grade social studies               CODE:  

UNIT:   The Czech Republic

CONTACT:   ##### or Mr. Adams            GRADE:  6

TIME FRAME: 5 days                   MAP NUMBER:   

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PERFORMANCE STANDARDS

08.1 SOCIAL STUDIES - HISTORY 

08.1.1.5.1    Students will formulate historical questions based on primary and secondary sources, including documents, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams and written texts

08.1.1.5.2    Students will gather information from multiple sources, including archives or electronic databases, to have experience with historical sources and to appreciate the need for multiple perspectives

08.1.1.5.1    Students will formulate historical questions based on primary and secondary sources, including documents, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams and written texts

08.1.1.5.5    Students will examine data to determine the adequacy and sufficiency of evidence, point of view, historical context, bias, distortion and propaganda, and to distinguish fact from opinion

08.1.3.5.2    Students will explain how roles and status of people have differed and changed throughout history based on gender, age, class, racial and ethnic identity, wealth, and/or social position

08.1.4.5.1    Students will initiate questions and hypotheses about historic events being studied

08.3 SOCIAL STUDIES - GEOGRAPHY 

08.3.2.5.2    Students will understand and apply how natural processes influence the formation and location of resources

08.3.4.5.6    Students will draw a freehand map from memory of increasing and appropriate complexity to display geographic information and answer geographic questions

08.3.7.5.1    09.0 TECHNOLOGY EDUCATION 

04.2 LRIT - COMPUTER TECHNOLOGY 

04.2.2.5.2    Students will exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse

04.2.2.5.4    Students will discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use

04.2.3.5.2    Students will apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration and learning throughout the curriculum

04.2.4.5.2    Students will collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom

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Appendix C (cont.)

FOCUS QUESTIONS

1.      How can the computer be used to supplement the social studies lesson?

2.      What aspect of this country most interests the student?

3.      What is the best way to display this interest?

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CONTENT

1. CultureQuest Internet sites on individual countries.

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BEHAVIORAL OBJECTIVES

 1. Students will demonstrate the ability to consolidate information from a specific Internet site, and work with partners to present a variety of information on a specific country to the class.

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INSTRUCTIONAL ACTIVITIES

1. Students will be placed in groups of four at the teacher’s discretion.
2. Students will be presented with a demonstration lesson, “Japanese Junior High Schools” from which they will find five facts of interest to present to the class. This will serve as a practice for the real assignment.
3. Students will have two days to research specific countries and find information on a specific topic for which they will be responsible.
4. Students will be responsible for a presentation with all members of their group on their specific country

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DIFFERENTIATION

Differentiation will occur by type of final presentation, modification of presentation rubric, and teacher’s choice of particular site.

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ASSESSMENTS

By rubric for all presentations.

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RESOURCES

 CultureQuest Internet websites.

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ADDITIONAL NOTES

This lesson is to serve as part of a research project conducted by Mr. George Adams for the Education 696 course at Eastern Connecticut state University.

Appendix D: Standards/  Activities by Discipline (Excerpted from Lesson Plan)

Appendix D-1

COURSE:   Seventh social studies               CODE:  

UNIT:   Western Hemisphere

CONTACT:  #####or Mr. Adams             GRADE:  7

TIME FRAME: 5 days                  MAP NUMBER:   

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PERFORMANCE STANDARDS

08.1 SOCIAL STUDIES - HISTORY 

08.1.1.5.1    Students will formulate historical questions based on primary and secondary sources, including documents, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams and written texts

08.1.1.5.6    Students will analyze data in order to see persons and events in their historical context, understand causal factors and appreciate change over time

08.1.4.5.5    Students will describe relationships between historical subject matter and other subjects they study, current issues and personal concerns.

08.1.3.5.3    Students will describe the emergence of select governmental systems, principles and institutions

08.1.4.5.1    Students will initiate questions and hypotheses about historic events being studied

08.1.1.5.1    Students will formulate historical questions based on primary and secondary sources, including documents, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams and written texts

08.2 SOCIAL STUDIES - CIVICS AND GOVERNMENT 

08.2.1.5.3    Students will explain how and why posers are distributed among the national state and local governments

08.2.4.5.4    Students will evaluate the impact of significant international events on the United States and on other nations

08.2.1.5.6    Students will explain how an individual's rights to life, liberty and property are protected by the Constitution and criminal and civil laws

08.2.1.5.7    Students will describe means of conflict management, including negotiation, mediation, arbitration and litigation

08.2.2.5.3    Students will evaluate situations involving conflicts between rights and propose solutions to these conflicts

08.2.2.5.6    Students will identify and apply criteria useful in selecting political leaders at the local, state and national levels.

08.3 SOCIAL STUDIES - GEOGRAPHY 

04.2 LRIT - COMPUTER TECHNOLOGY 

04.2.2.5.2    Students will exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse

04.2.2.5.4    Students will discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use

04.2.3.5.2    Students will apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration and learning throughout the curriculum

Appendix D-1 (cont.)

04.2.4.5.2    Students will collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom

INSTRUCTIONAL ACTIVITIES

5. Students will be placed in groups of four at the teacher’s discretion.
6. Students will be presented with a demonstration lesson, “Japanese Junior High Schools” from which they will find five facts of interest to present to the class. This will serve as a practice for the real assignment.
7. Students will have two days to research specific countries and find information on a specific topic for which they will be responsible.
8. Students will be responsible for a presentation with all members of their group on their specific country