Publication Date

2015

Document Type

Dissertation/Thesis

First Advisor

Hung, Wei-Chen

Degree Name

Ph.D. (Doctor of Philosophy)

Department

Department of Educational Technology, Research and Assessment

LCSH

Educational technology||Elementary education||Inquiry-based learning--Research||Active learning--Study and teaching (Elementary)--Research||Web-based instruction--Study and teaching (Elementary)--Research||Internet in education--Research||School children--Education (Elementary)--Research

Abstract

This study utilized qualitative methods to document the experiences and perspectives of first grade students while they were engaged a technologically-enhanced inquiry-based learning environment (TEIBLE) such as a WebQuest, with minimal support from an instructional leader, and without augmentation to the WebQuest's instructions with regard to what needed to be done. Qualitative data were collected using and/or administering pre- and post-tests, informal observation questionnaire, and an assessment on their computer use, knowledge and WebQuest knowledge. The study revealed that the participants have a proclivity to read when presented with text and do not exhibit information literacy skills when dealing with the text. The children are familiar with locating web sites on the Internet and working on educational web site activities; however, they have no experience working with WebQuest and need scaffolding. This study offers some recommendations for the design of TEIBLEs when designing such activities for young learners. Finally, this study offers recommendations for further investigation of cultural relevancy and gender bias as it relates to the experiences and perspectives of first graders while engaged in TEIBLE activities.

Comments

Advisors: Wei-Chen Hung.||Committee members: Wei-Chen Hung; Laura Johnson; Lara Luetkehans.

Extent

203 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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