This document discusses implementing project-based learning and multimedia in elementary social studies curriculum. It presents project-based learning as a student-driven approach where students research a self-selected topic and create a final project. Multimedia such as digital storytelling can be integrated into project-based learning. The roles of teachers and students change in project-based learning - teachers facilitate student inquiry while students take responsibility for their own learning. The goal is for students to have a deeper understanding of topics through collaborative real-world projects.

1. Implementing Project-Based Learning and Multimedia in Elementary Social
Studies Curriculum
A Field Project Presented to the Faculty of the Graduate School of Education
TOURO UNIVERSITY - CALIFORNIA
In Partial Fulfillment of the Requirements of the Degree of
MASTERS OF ARTS
in
EDUCATION
Technology
By
Kelly Hughes
December, 2010

2. Implementing Project-Based Learning and Multimedia in Elementary Social Studies
Curriculum
In partial Fulfillment of the Requirements of the
MASTER OF ARTS DEGREE
In
EDUCATION
BY
Kelly Hughes
TOURO UNIVERSITY – CALIFORNIA
December, 2010
Under the guidance and approval of the committee and approval by all the members, this
field project has been accepted in partial fulfillment of the requirements for the degree.
Approved:
___________________________ ___________________
Pamela A. Redmond, Ed.D. Date
__________________________ ___________________
Jim O’Connor, Ph.D, Dean Date

3. TOURO UNIVERSITY CALIFORNIA
College of Education
Author Release
Name: Kelly Hughes
The Touro University California Graduate School of Education has permission to use my
MA thesis or field project as an example of acceptable work. This permission includes
the right to duplicate the manuscript as well as permits the document to be checked out
from the College Library or School website.
In addition, I give Dr. Pamela Redmond permission to share my handbook with others via
the Internet.
Signature: __________________________________
Date: ______________________________________

5. i
Table of Contents
Chapter I..........................................................................................................................................................1
Statement of the Problem...............................................................................................................................3
Background and Need....................................................................................................................................4
Purpose of the Project....................................................................................................................................6
Project Objectives...........................................................................................................................................7
Definition of Terms.........................................................................................................................................8
Summary.........................................................................................................................................................8
CHAPTER II..........................................................................................................10
Theory Behind Project-Based Learning.....................................................................................................11
Multimedia and Social Studies....................................................................................................................15
Project-Based Learning and Digital Storytelling.......................................................................................16
Benefits and Best Practices of Using Project-Based Learning and Multimedia.....................................17
Summary.......................................................................................................................................................20
CHAPTER III.........................................................................................................22
Background and Project Development.......................................................................................................25
Components of the Project...........................................................................................................................26
Methodology and Project Design................................................................................................................29

6. ii
CHAPTER IV .......................................................................................................33
Project Outcomes..........................................................................................................................................34
Proposed Audience, Procedures & Implementation Timeline.................................................................35
Evaluation of the Project..............................................................................................................................36
Limitations of the Project............................................................................................................................37
Conclusion.....................................................................................................................................................38
REFERENCES......................................................................................................40
APPENDIX: FIELD PROJECT............................................................................43

7. Chapter I
The traditional teaching methods used in classrooms across the United States have
not proven to be effective for some students. Issues that need to be addressed include the
linkage of what’s being taught by teachers, to what students are experiencing outside the
classroom. A more collaborative approach to teaching that allows students to work and
learn together, rather than independently, and improves the long-term retention of
students by making their learning experience more fun and exciting is needed.
Project-based learning (PBL) is an innovative way to help children relate what
they learn in school to their lives outside of the classroom. Unlike traditional learning,
PBL is a student-driven, teacher-facilitated approach to learning. Through project-based
learning, students drive their own learning through inquiry, as well as work
collaboratively to research and create projects that reflect their knowledge (Bell, 2010).
Students select an area of interest and work collaboratively to research the topic, using as
many different types of information as possible. Using a competent model and a specific
audience, they then create a real-world product to share what they have learned (Diffily,
2002). Rather than being prescribed by textbooks, the content and the processes of
learning in PBL are connected to the world outside of the classroom. Textbooks aren’t
completely abandoned, but rather serve only as one resource for students in facilitating
their learning. Technology is often a key component to the PBL process, enabling
students to more effectively interact with the lesson being taught. Digital storytelling and
multimedia are two examples of technology based learning that can be integrated into a
PBL curriculum. PBL should not be looked at as a supplementary activity to support
learning, but rather the basis of curriculum since most PBL encompasses all of the main

8. 2
subjects including reading, writing, mathematics, science, and social studies. As a result,
the outcome of PBL is greater understanding of a topic, deeper learning, higher-level
reading, and increased motivation to learn (Bell, 2010).
In Project based learning, the role of the teacher and student are not necessarily
reversed, but they are modified. Teachers give up the role of a “dispenser of knowledge”
and “answerer of all questions”. Instead, they serve as mentors, models, and facilitators to
the students in their classes (Diffily, 2002). Teachers who implement PBL in their
classrooms still remain “in charge”; they just use different teaching strategies than more
traditional teachers. Teachers implementing PBL use questioning strategies with all of
their students. Instead of directly answering a student’s question, a project teacher might
respond, I wonder how you might find the answer to that question. Or if you’ve already
checked the books in the room, what else could you do to find the answer? (Diffily,
2002).
The role of students in a project-based classroom is also different than most
traditional classrooms. Students assume the decision-making role about their learning
instead of just following the directives of the teacher. Students work with their teacher to
select a topic for their project, and plan the activities and share their learning. Throughout
the course of a project, students might take part in various different activities such as
researching through books, magazines, or Internet sites to find answers for their
questions, interviewing people who they feel are experts on the topic, plan field trips, or
any other number of activities. All of these decisions are made under the guidance and
support of their teacher (Diffily, 2002).

9. 3
The active learning process that is implicit in PBL also takes into account the
various learning styles and preferences of students. The element of student choice allows
students the ability to help decide various aspects of their project, including the tools and
resources they use in their research, how they want to demonstrate their learning in their
final product, and the type of learning environment they would like to work in. A more
reflective child might choose to demonstrate their learning in journal entries that will be
shared with classmates, while a more analytical student might choose to demonstrate
their learning by creating timelines, graphs, and other visual representations to present to
their audience. Students who prefer a quiet working environment might choose to work in
the library, while other students who work better with more external activity might
choose to work in a busy classroom, or outdoor area. Children learn so much about
themselves when they are empowered to make their own decisions (Bell, 2010).
Statement of the Problem
Linking what children learn in the classroom with things they learn and can apply
outside the classroom, is one of the primary objectives of project-based learning. Unlike
the traditional classroom learning environment where the teacher drives the learning,
PBL utilizes a more student-driven approach where the teacher is more of a facilitator.
The traditional approach to teaching and learning doesn’t always work for all
students. Oftentimes, students find it difficult to relate to what is being taught because
there doesn’t appear to be a linkage to what’s going on in their world outside of the
classroom. This learning disconnect can lead to students being less motivated to
understand and solve problems.

10. 4
Traditional teaching methods also focus on students working and learning
independently, rather than with other students. This lack of collaboration can result in
some students feeling off on their own, reluctant to ask questions if they feel like they’re
falling behind. They assume that all of the other students understand what is being
taught, and therefore won’t take the risk of being embarrassed by raising their hand and
asking what they fear might be perceived as a dumb question.
A student’s ability to retain what they learn has long been an issue for schools.
Some of this goes back to the problem students have relating what is being taught to other
things in their life, but it also has something to do with the level of fun and excitement
students experience in the classroom. The traditional lecture approach to teaching
requires the students to consistently focus all of their attention on the teacher, which in
some situations doesn’t lend itself to a fun and exciting learning experience. Lecture
approaches don’t lead to long-term retention. “Kids learn it for a week, then forget it.”
(Mergendoller, J.R., Maxwell, N., & Bellisimo, Y. 2007) If the students aren’t enjoying
their learning experience, they’re less likely going to retain what they learn.
Background and Need.
The traditional teaching methods have not proved to have a positive impact on
standardized test scores and graduation rates. The National Assessment of Educational
Progress (NAEP) indicates that there has not been any significant change in test scores
throughout the nation since 1971. At the same time, high school graduation rates
continue to decline, and the current drop-out rate is over 20%. In 2007, 6.2 million
students dropped out of high school, and 1 of 5 high school students in California
dropped out of school in 2008.

11. 5
In measuring the basic academic subject proficiency, standardized testing shows
that students engaged in project-based learning outscore their traditionally educated peers
(Bell, 2010). This is partially due to the fact that students involved in PBL solve real-
world problems. They aren’t given problems that merely require memorization of rules or
concepts in order to solve them, rather they apply their knowledge to something more
concrete; something that they will be able to use in their everyday lives. This gives
students more of a sense of ownership of their learning, which in turn increases their
motivation to learn and perform well. In addition, the technology that is used in the PBL
classroom, allows student interaction that was not possible years ago.
In one British study, over the course of three years, students were taught using
traditional math programs at one school, and PBL at another. Results of standardized
testing indicated that three times as many PBL students achieved the highest possible
score on the national exam than the students at the traditional schools (as stated by
Boaler, 1999 in Bell, 2010). The study further indicated that PBL students were able to
answer the basic procedural problems using formulas as their traditionally taught peers,
but were far superior in answering conceptual problems. In another study, eighth grade
students in an inner-city, racially diverse school in Boston, which implemented a PBL
program, exhibited the second highest scores in the district on the Stanford 9 Open Ended
Reading Assessment (as stated by Thomas, 2000 in Bell, 2010).
Project-based learning provides students with a powerful learning experience.
Students feel a sense of pride and ownership of their learning and their projects and in-
turn push themselves to dive deeper into the subject matter. Because PBL is student
directed, and connected with the “real world” outside of the classroom, students are

12. 6
motivated to learn, and acquire a deeper and conceptual understanding of subject matter.
PBL can not only be beneficial in increasing test scores, and motivating students, but it
also serves to create a more well-rounded and empowered student.
Purpose of the Project
The purpose of this project is to introduce Project-Based Learning with state of
the art technology into a 4th grade classroom to determine the impact it has on the
student’s learning. The baseline control data will be the student’s past grades and test
scores, and project conclusions will be based on the changes in performance over the
school year. Teacher feedback and program evaluations will also be solicited to help
determine the overall effectiveness.
School teachers are typically passionate about identifying and experimenting with
new methods of teaching that have the potential of increasing student engagement,
participation and self-confidence, and improving their overall performance.
The following issues/questions will be addressed throughout this project:
• How receptive will the school be regarding this project and this new method
of teaching?
• What will the student’s acceptance level be related to transitioning from a
traditional learning environment to a Project-Based Learning environment?
• What impact will PBL have on students who are currently struggling with the
traditional teaching methods? What impact will it have on students who are
currently realizing success in the traditional environment?
• Other than test scores and grades, are there other metrics that can be used to
effectively measure the success or failure of the project?

13. 7
• What are some of the lessons learned during the project and once the project is
completed?
Project Objectives
The objectives of this project were:
• Create a handbook to infuse technology into the Interact Gold Rush teaching unit
to include:
o Project implementation process
o Issues and Challenges
o Project Controls
o Project Results
o Lessons Learned
• Create an evaluation plan to:
o Identify and document any challenges and obstacles related to the
implementation of PBL in a 4th grade classroom.
o Determine if some students prefer the PBL learning environment over
the traditional method. Attempt to identify any common
characteristics of those who prefer PBL.
o Measure the effectiveness of the PBL process by tracking, trending
and evaluating the performance metrics for each student during the
project (specific milestones) and at the conclusion of the project.

14. 8
Definition of Terms
Project-Based Learning – An innovative teaching method that can help students relate
what they learn in school, to their lives outside of the classroom.
Standardized Testing – Nationally approved tests to measure the aptitude of students at
all levels in various subjects.
Stanford Open-Ended Reading Assessment – These valuable open-ended assessments
address important educational objectives best measured with student-constructed
responses.
Performance Metrics – Data points used to determine the progress and performance (i.e.
grades, test scores, etc.)
Summary
Project-based learning is a successful approach to instruction for a variety of
reasons. For one thing, it helps students retain the information they learn. Lecture
approaches don’t lead to long-term retention, “Kids learn it for a week, then forget it.”
(Mergendoller, J.R., Maxwell, N., & Bellisimo, Y. 2007). Another reason project-based
learning is useful is because it engages students’ interest and motivates them to learn.
One of the main reasons kids drop out of school is because they’re bored. With project-
based learning, students are encouraged to explore their own interests and to make
connections to the world beyond school. “I can’t tell you how many times I have heard,
‘Why am I learning this? This is a waste of time. What’s the point?’ Project-based
learning gives you a way of answering those questions,” (Kantrov, as cited in Nastu,
2009). Project-based learning also encourages a deeper level of thinking by involving
students in answering questions for themselves, making connections, and using analytical

15. 9
skills. “When I’m doing project-based learning, I’m looking at taking the ‘whole’ apart
and looking at the pieces. That’s problem-solving, the ability to analyze information by
putting it together in a new way to solve the problem,” (Walkington, as cited in Nastu,
2009). Technology can also be a very powerful tool when integrated with project-based
learning. Walkington is the vice president of sales and marketing for Sebit LLC, which
produces an online learning solution called Adaptive Curriculum. Adaptive Curriculum
is an interactive, web-based software product that allows students to conduct scientific
experiments, in realistically rendered surroundings, that are substitutes for actual
experiments that might be dangerous in real life or when they require costly equipment.
The virtual experiments help students develop standards-based scientific inquiry skills.
“In project-based learning, instead of answers being provided to students, [students] have
to do experiments to come up with the solutions.” (Walkington, as cited in Nastu 2009)
What’s more, project-based learning can help students develop the same kinds of 21st-
century skills— such as problem solving, critical thinking, communication, collaboration,
and creativity—that today’s employers covet. Tackling long-term, student-led projects
can help students build real-world skills and knowledge.

16. 10
Chapter II
The purpose of this study was to introduce Project-Based Learning (PBL),
including a technology component into a 4th grade classroom to determine the impact it
has on the student’s learning. PBL is widely known as an innovative, creative and
popular teaching method that helps students better relate what they’re learning, to their
lives outside of the classroom by giving them real-world problems to solve. Rather than
using textbooks exclusively to assist students with understanding lessons, textbooks are
merely used as one of many tools or resources that the teacher utilizes to ensure students
comprehend and understand what they’re being taught. Technology can be used to
effectively supplement and compliment the use of traditional textbooks. The role of the
teacher changes from the traditional stand-in-front-of-the-classroom and lecture style, to
more of a mentoring style for the students; someone who provides information and
answers questions for the students, but doesn’t dominate the discussion. The role of the
student is also much different in a PBL environment. Students are expected to work with
the teacher to select projects they would like to work on, actively participate in project
activities, and become part of the decision-making process throughout the project. This
study was created to determine the effectiveness of PBL. Does this teaching method
work for all students? How easy will it be for students to accept PBL and transition into
a new classroom environment? What are the key issues, obstacles and challenges
associated with the implementation of PBL? And finally, how does PBL impact the
student’s overall performance in the classroom, and how can this best be measured?

17. 11
The four key themes for this chapter are:
1. Theory behind Project-Based Learning
2. Multimedia and Social Studies
3. Project-Based Learning and Digital Storytelling
4. Benefits and best practices of using Project-Based Learning and Multimedia
Theory Behind Project-Based Learning
Project-Based Learning is not a new concept. It is rooted in the learning theory of
constructivism based upon the work of three predominant philosophers of the 19th and
20th centuries: John Dewey, Lev Vygotsky, and Jean Piaget. John Dewey believed the
process of learning should be social and hands-on and emphasized the importance of
incorporating children’s past experiences into teaching so they can connect these
experiences to the new information being learned. Dewey believed that the role of the
teacher in a classroom was not to stand and lecture but rather act as a facilitator and a
guide. This type of active learning, according to Yaron Doppelt (2003) is an “educational
approach that puts pupils at the center of the learning process and recognizes the variance
between learning styles” (p2).
Like Dewey, Lev Vygotsky emphasized the interactive learning approach through
his theory of social constructivism. He argued that children’s understanding is shaped
through interactions between people in relation to the real world, not only through
adaptive encounters with the physical world (Edwards & Mercer, 1987). However,
unlike Dewey, Vygotsky placed more emphasis on the role of the teacher in the learning
environment. While Dewey proposed a more student-driven environment, Vygotsky
believed that it was important for the teacher to act more as a guide to the scaffold of

18. 12
subject matter content he/she creates for students, providing assistance to the learner and
asking leading questions over time. This approach allows students to become increasingly
independent and self directed.
Jean Piaget focused more on the cognitive area of constructivism and is one of the
more noteworthy contributors to the philosophy of constructivism. Piaget’s theory of
cognitive constructivism consists of developmental stages that individuals pass through
as they grow. At each stage, children have different interests and therefore it is important
for the teacher to plan developmentally appropriate lessons. Piaget also argued that
humans can’t be given information and simply understand it, but rather they must
construct their own knowledge and build upon it through experience (Clark, 1999).
It is a combination of these constructivist thinkers’ learning theories that make up the
current practice of Project-Based Learning. The idea behind PBL is that all students are
different, and different teaching methods are necessary to reach all students, in particular
low-achieving students. Yaron Doppelt (2003) provides details regarding a study
involving 54 low-achieving high school students. The study centered around what was
called an Intervention Program that included three goals related to raising teacher’s and
student’s self-image and motivation, introducing PBL into the classroom, and improving
students’ success with passing the national examinations so they could eventually
advance to college. Since these students were considered low-achievers, they were
placed in a different curriculum track (called the Electricity Track) than other students
and, as a result, their learning expectations and the expectations of their teachers were
very low. Quotes from students included, “All my friends think I am too stupid to learn
other topics” and “People think that the Electricity class is only for weak pupils who

19. 13
should be thrown out of school.” The Intervention Program involved the introduction of
PBL to both teachers and students, both of whom were initially very skeptical. Once the
program began to take hold, however, the students and teachers not only accepted this
new approach to teaching, but they embraced it. The students felt more involved in their
learning because they were able to participate in the decisions that impacted the
curriculum. Doppelt noted that, “Pupils will not reach true learning in school if the
school continues to decide for the pupils what and how to learn” (p. 2).
The Intervention Program would not have realized success had the teachers and
the students not accepted their new roles. Doppelt observed, “The teachers changed their
role in class to creative mentors who foster pupils’ competencies, instead of guarding and
nurturing the pupils who continue to come from the low-achieving population at the
school” (p.16). She went on to say that, “Pupils act according to the school’s
expectations, and the teachers have a crucial role in changing the school’s attitude to
extract the pupils from the cycle of failure” (p.16). It should be noted that all 54 students
performed above average (by high school standards) as a result of this program, and all of
them successfully passed the necessary testing for college eligibility.
Dresden and Lee (2007) summarized how PBL improved the learning of first-
grade children. The study compared student learning and performance in a traditional
teacher-directed science unit on animals versus a project-based unit on chicks. The
traditional curriculum was planned and developed exclusively by the teacher, whereas the
project-based curriculum involved joint planning by the teacher and the students. The
results of the study were indicative of the benefits of PBL. The students from both
classes learned at a level that allowed them to successfully pass the standardized

20. 14
achievement tests, but the students in the project-based environment appeared to have a
better grasp on their subject/topic. Their level of comprehension, based on observation,
was superior to the students from the traditional classroom environment. Dresden and
Lee concluded that, “Our brief exploration of the Project Approach also provides
evidence that children become more engaged and perform at more advanced academic
levels when involved in active, meaningful, and connected educational experiences”
(p.7). The authors encouraged classroom teachers to accept the Project Approach, and to
utilize it whenever possible.
One of the keys to PBL is creating a learning environment that students can relate
to the world they live in. Gultekin (2005) stated that “Project-based learning can be
defined as a learning approach based on the principle that students work on real life
issues/problems individually or in small groups to produce concrete outcomes” (p.2).
The research indicates that different experts have varying opinions related to the roles of
teachers and students in a PBL environment, but all seem to agree that students need to
be able to personally relate to what they’re being taught, either with past experiences in
their lives, or with things they are familiar with in their world. Therefore, it is important
to customize the curriculum to the students, and utilize new and creative tools, such as
technology to teach the children. In other words, a “one size fits all”, or a “cookie cutter”
approach will not likely effectively reach all students.
Another implication of this research was the importance of establishing a control
group in order to effectively evaluate the program at its conclusion. Ideally, two classes
would be involved in the study. One class would use the traditional teacher-led method,
while the other class used the Project-Based Learning method with some integrated

21. 15
technology. At the conclusion of the study, student progress and learning could then be
measured to determine the effectiveness of both teaching methods. Without the control
group, the overall evaluation and assessment of the study would be difficult at best.
Multimedia and Social Studies
The traditional classroom environment involves the use of very few teaching
resources with limited creativity. For the most part, the teacher relies heavily on the
lecture in order to teach the students. PBL by comparison, utilizes other resources
including technology in order to effectively reach all students. In a study conducted by
students at the University of Connecticut and Harvard University (Ioannou, Brown, &
Gehlbach, 2007), it was stated that, “Students in K-12 often have negative attitudes
towards their social studies classes, feeling these classes are boring and irrelevant to their
lives”(p.1 ). The authors of the study introduced multimedia, and described it as, “the
presentation of material using both words (spoken or printed) and pictures (e.g. maps,
graphics, animation, diagrams, videos)” (p.1). The study that was described in the
research paper involved 268 students from 15 middle school classes across the country,
who participated in a 6 week simulation as part of their Social Studies curriculum. The
students were split into teams, and each team was assigned a country to research
(international economies, human rights, world security, etc.). Half of the teams were
provided text-based materials to use, while the other half was provided multimedia
materials. Pre and post tests were conducted to assess the student’s knowledge, interest
and attitude related to their assigned country and Social Studies in general. The results
were somewhat mixed. The students who were provided the multimedia material did
perform at a higher level than the other students with respect to test scores prior to and

22. 16
after the six weeks, but the difference was not considered statistically significant. On the
other hand, when measuring the student’s post-simulation interest in Social Studies and
their overall attitude towards the subject, the students with the multimedia materials
showed statistically significant higher scores than those with text-based materials. This
led Ioannou, Brown and Gehlbach to conclude that multimedia-based instruction is more
effective than traditional text-based instruction in increasing student learning, interest,
and attitude.
It is important that test scores are not be the only performance indicator used to
determine the success or failure of PBL. A comprehensive assessment needs to be
conducted at the beginning of the unit and at its conclusion. In addition, a method must
be developed to accurately measure less quantifiable learning improvements, such as a
student’s interest in Social Studies, and his/her overall interest in the subject.
Project-Based Learning and Digital Storytelling
Storytelling is one of the oldest methods of communicating ideas and lessons, and
many stories are passed down from generation to generation. Digital storytelling,
however, has not been around as long, but has proven to be a very effective teaching
method in a PBL environment. Sonia Gakhar and Ann Thompson (2007) describe
Digital Storytelling –
“Digital storytelling involves telling stories and sharing information
through multimedia. It is a medium that enhances the capacities of stories
to leave an everlasting impression on children by using multimedia such
as visual (images, photos, drawings, backgrounds, texts, transitions,

23. 17
effects) and audio (narrative/voice, sound/music)” (Gakhar & Thompson,
2007, p.1).
Gakhar and Thompson argued that a lesson plan that includes digital storytelling is an
important tool and resource, in conjunction with active interaction by all students. They
contended that the inclusion of digital storytelling enhances the student’s learning
experience and the information shared is more meaningful for the students. Digital
storytelling created a learning environment that is centered on learning, knowledge,
assessment, and community.
Wan-Chi Wu and Ya-Ting Carolyn Yang (2008) reinforced Gakhar’s and
Thompson’s argument in their research paper. Wu and Yang described digital
storytelling – “Digital storytelling takes the ancient art of oral storytelling and engages a
palette of technical tools to weave personal tales using images, graphics, music, and
sound mixed together with the author’s own voice” (p.1)
Based on the research, digital storytelling can be a key element of the PBL unit.
It is important, however, to ensure that the students are fully engaged and interact with
the storytelling, and not just sit back and look and listen as the teacher presents the
information. It is important for the students to not only personally relate to the
storytelling material, but to assist the teacher in the development or creation of the
material. Increased levels of student participation with the design of the digital
storytelling will likely lead to an improved learning experience.
Benefits and Best Practices of Using Project-Based Learning and Multimedia
This literature review has illustrated how the use of PBL and multimedia has a
significant, positive impact on student learning when used independently. There are also

24. 18
many examples of how PBL and multimedia have successfully improved the learning and
performance of students when used in tandem. Engaging students as multimedia
designers is a type of project-based learning. Rather than simply learning the basics of
multimedia programs such as Microsoft Power Point or Adobe Photo Shop, students
actually create or design a project in the chosen program centered on a selected area of
study. As designers of multimedia, learners are given the opportunity to be creative and
actively pursue their own intended goals. In their study, Middle School Students as
Multimedia Designers, Min Liu and Yu-Ping Hsiao (2002) found that student
engagement and understanding was increased when they were placed in the designer’s
position rather than merely learning the technical skills and creating a project. “The
emphasis is on using multimedia tools to assist in processing information meaningfully
and in integrating new knowledge with prior knowledge” (p.313). The study by Liu and
Hsiao was broken into 3 phases. During phase one, the goal was simply to learn about the
different features of the software program. Phase two focused on working in groups and
creating large multimedia presentations. In this phase, students were involved in
planning, designing, producing, and revising their project. In each team, students
assumed various roles such as researcher, graphic artist, programmer, project manager,
and audio/video specialist. When each team had completed their project, it was presented
to the rest of the class for evaluation. In addition, students took a field trip to a local
multimedia production company for first-hand experience of what it was like to be a
multimedia designer. In phase three, students used the skills they acquired in the
previous two phases to create a web site for their school. While direct guidance and
instruction were provided throughout the first two phases, in phase three this guidance

25. 19
faded out so students could apply their skills and make their own decisions. The results
of this study showed that engaging students, when given both opportunity and
responsibility, can have a positive impact on their cognitive skills acquisition. Pedro
Hernandez-Ramos and Susan De La Paz (2009) argued that classroom interactions should
engage students in activities that give them a sense that their school-acquired knowledge
is relevant in real world situations. Simulating the classroom as a multimedia production
house and allowing students to work like professionals, help them to see the value and
relevance of what they are learning (Liu & Hsiao, 2002). Peer collaboration is also
essential for multimedia development. By working in a group and taking on a specific
role, afforded the students the opportunity to learn from one another and appreciate the
value of teamwork.
Integrating multimedia into PBL experiences allows for new possibilities for
involving students in work that is meaningful and engaging. Exposure to commercially
available multimedia software has the potential to yield significant positive effects on
student achievement (Hernandez-Ramos & De La Paz, 2002). “Regular opportunities to
work with technology in PBL are more likely to result in sustained improvements in
student achievement” (p.169)
Including multimedia, such as digital storytelling in a PBL unit will lead to an
improved learning environment. Students, however, must be given the opportunity to not
just learn about the technology, but also to utilize the technology to design their project.
This high level of participation will also likely lead to the student’s ability to personally
relate to what they’re learning, and consequently, their level of comprehension will be
increased.

26. 20
Assigning students specific and active project roles also needs to be an important element
of the PBL unit. The teacher should provide guidance and instruction early on in the
study, but then must allow the students to take on increased responsibilities, which in-
turn will result in them accepting more ownership for their learning.
Summary
Based on the research literature, it appears quite obvious that the project-based
learning method has demonstrated great potential as an alternative to the traditional
teacher-led program. This interactive approach, with a high level of participation from
the students, appeared to be ideal for a 4th grade Social Studies class. Research indicated
that the student’s ability to relate what they’re learning to the world they’re living in,
results in an enriched learning experience for students at all levels (Edwards & Mercer,
1987). Allowing students to participate in the design of the curriculum, and specific
projects that they will be working on, is an important element of PBL. The curriculum
must be more student-driven than teacher-driven. Students not only perform at a higher
level in this environment, but they acquire an increased interest in the subject and have a
more positive attitude about what they are learning.
The challenge with PBL is that the teacher and the students are required to assume
very different roles, compared to the traditional classroom environment. It is essential
that the teacher is open-minded about the new approach, and that he/she communicate
this openness and positive attitude to the students (Vygotsky as cited in Edwards &
Mercer, 1987). By the same token, the students must embrace this new teaching method,
and in many cases, go outside of their comfort zone in order to meet the increased
participation and interaction expectation needed for success.

27. 21
The introduction of multi-media and storytelling will be essential components of
the 4th grade study. There is adequate research that suggests that students learn at an
accelerated rate with these tools, and are able to more effectively comprehend the lesson
that is being taught (Hernandez-Ramos & De La Paz, 2002).
There is certainly enough research and actual studies that demonstrate the
effectiveness of PBL in a 4th grade Social Studies class. Implementation of the program
will not come without challenges, but the benefits of addressing these challenges and
overcoming some of the anticipated obstacles will be extremely rewarding for both the
teacher and the students. The following chapter will focus on the actual project
development for a 4th grade study, including specific components of the project, roles and
responsibilities, and project evaluation.

28. 22
Chapter III
Project-based learning in the elementary classroom is a non-traditional, yet
creative method for teaching students, particularly those students who have found the
traditional methods to be challenging with respect to their learning experience. The
classroom environment changes with project-based learning, in that the students
themselves become much more engaged in the learning process. It is essentially a
student-driven process, where the teacher acts more as a moderator and facilitator,
allowing students to have input into the specific curriculum. In the traditional classroom,
the teacher stands in front of the students and essentially lectures the students and asks
questions to ensure they comprehend the subject matter. For the most part, the discussion
is one-sided, with the teacher dominating the time. In a project-based classroom, both the
teacher and the students have active roles, and the students help shape what happens in
their classroom.
Project-based learning also takes into account the various learning styles and
preferences of students, and recognizes that many students are not able to thrive and
realize success with traditional styles of teaching. For those students who are more visual
learners, the project-based learning classroom, especially when technology is integrated
into the curriculum, can accommodate this, as well as those who prefer other teaching
styles. In other words, project-based learning provides a much more flexible classroom
learning environment, addressing the needs of all students, rather than only those who
can adapt to traditional teaching methods.
Another benefit of project-based learning is that it links what students are being
taught in the classroom with things that are familiar to them in their world outside of the

29. 23
classroom. Student comprehension is greater because it’s easier for students to relate to
what they are learning; it makes it more real for them. Students also learn more as a
group as opposed to independently in the traditional classroom. This group learning
approach makes it more comfortable for students to ask questions and collaborate with
other students in areas they find most challenging.
Finally, the results of project-based learning have been impressive. Some studies
have shown that students who are taught in a project- based learning environment,
achieved higher scores in standardized tests. In addition, tests have shown that students
retain what they’re taught at a higher rate when the project-based learning method is
used.
There is a tremendous amount of literature written on project-based learning.
Some of this literature suggested that learning should be a more social experience and
should be more hands-on than traditional methods offer (Doppelt, 2003). It also argued
that the classroom curriculum should incorporate past, real experiences of the students
into the lesson plan, because connecting what they’re learning to these experiences
increases retention and enhances the overall learning experience (Edwards & Mercer,
1987). Jean Piaget, a twentieth century psychologist, believed in the importance of
interactive learning, and that children’s understanding is shaped through interactions
between people over time in relation to the real world. At different stages in their lives,
children have different interests. It is therefore important for the teacher to develop
lesson plans that recognize and address these stages. The argument also indicated that
people cannot be lectured on a subject or given information, and be expected to

30. 24
understand it; they need to be able to relate to the information and connect it to their
experiences (Doppelt, 2003).
Research also indicated that project-based learning is particularly effective for
historically low-achieving students. Since all students are expected to participate in
decisions that directly impact the curriculum, they feel more accountable for making it
successful, and they take more ownership with the lessons. This sense of ownership
helps lower-achieving students feel more comfortable and confident in the classroom and
with their classmates. The increased level of confidence leads to a higher level of
engagement and consequently, higher levels of performance.
Experts seem to have different opinions regarding the specific or exact role of the
teacher in the project-based learning classroom, but they all agree that the teacher must
work to customize the curriculum to the students in his/her class in order to increase the
likelihood of the students connecting the lesson to other things they are already familiar
with. The use of technology in the classroom is one effective method that teachers can
utilize for this customization effort. Digital storytelling and multimedia are just two
examples of technology that replace the traditional lecture teaching methods, leading to a
more exciting, creative and enriching experience for all students. There is certainly
enough research and actual studies that demonstrate the effectiveness of Project-Based
Learning. Implementation of this method will not come without challenges; however, the
benefits for both students and teachers appear to be significant.

31. 25
Background and Project Development
The traditional teaching methods seem to work well with most students, but all
too often these methods appear to leave too many students behind, or at a minimum,
many students are not able to achieve their full potential with respect to learning and
preparing themselves for future educational challenges. Project-based learning engages
all students in the classroom by getting them involved in the design of the curriculum,
adding a more interactive approach to lesson plans, and helping students connect what
they are learning to things they are already familiar with. It also seems to create a more
stimulating and fun learning environment for students, which can result in a higher level
of learning. There are various ways to implement project-based learning in the
classroom, including those that introduce new technology to the students; technology that
leads to a more interactive approach. Digital storytelling is one of the methods that can
be very effective in teaching Social Studies to elementary school students, because it has
the potential of reaching students with different teaching/learning preferences. Those
students who thrive in the traditional classroom setting will appreciate the digital
storytelling technology, because it will likely be seen as another tool that teachers can
now use; similar to when teachers moved from using strictly textbooks, to a combination
of textbooks and videos. Visual learners will very much appreciate this technology
because they will not only be able to see what the teacher is referring to during the lesson,
but they will also be able to interact with it.
In addition to addressing the learning preferences of the students, digital
storytelling also increases the flexibility a teacher has during the year, assisting them with
fairly structured curriculums. For example, the 4th grade curriculum schedule requires

32. 26
teachers to cover the California gold rush during a certain time of the year. If there is a
scheduled field trip to an historic gold rush site prior to the unit being taught, the students
would benefit from advanced education, history and background prior to the field trip.
Digital storytelling will assist with this because it allows the class to virtually visit
locations like California gold rush sites at times that are more convenient, and more
closely linked to the curriculum. Project-based learning will be a tremendous
enhancement to the learning environment for the students, and will result in a higher level
of performance for the entire class.
Components of the Project
PBL can be an engaging method for elementary school students. Many studies
indicated that student engagement and performance were shown to be higher across the
board for students, and those students found the classroom environment to be much more
enjoyable and enriching (Dresden & Lee, 2007). Selecting and integrating technology
into an established project-based learning classroom is not as easy as simply introducing
the new technology to the students with the hopes that it will improve their overall
learning experience. The lack of thoughtful and careful integration into the classroom
appears to be one of the reasons why digital technology has not caught on in education,
when compared to the business world.
Punya Mishra and Koehler (2006) provide some insight and argue that all too
often teachers tend to only look at the technology and not how it should be appropriately
used in the classroom. They discussed the merits of a conceptual framework for
educational technology by building on Shulman’s (1986) formulation of pedagogical
content knowledge. This framework was developed by Shulman after years of research

33. 27
focused on the development of teachers in higher education. Shulman indicated that
“pedagogy”, which is the study of being a teacher, or the process of teaching, is just as
important as the course content. He argued that all too often teachers view the course
content and the pedagogy as mutually exclusive, yet he feels it’s critical that the two are
connected. This intersection, as Shulman described it, “contains within it the most
regularly taught topics in one’s subject area, the most useful forms of representation of
those ideas, the most powerful analogies, illustrations, examples, explanations, and
demonstrations – in a word, the ways of representing and formulating the subject that
makes it comprehensible to others”. Mishra and Koehler admitted that Shulman didn’t
refer directly to the integration of technology into this model, but they believed it was
only because of the timing of the research; technology and the availability of it was not
nearly as prevalent as it is today. Mishra and Koehler felt strongly that the pedagogical
content knowledge model needs to integrate not just content knowledge and pedagogical
knowledge, but technological knowledge as well. The intersection of these three, known
as technological pedagogical content knowledge (TPCK), is powerful, and “is the basis of
good teaching with technology”. The authors concluded that “the TPCK framework can
guide further research and curriculum development work in the area of teacher education
and teacher professional development around technology”.
The objective of this project was to create a handbook to provide detail on how to
effectively infuse technology into an existing Interact Gold Rush teaching unit to include:
• Project Elements
o Issues and Challenges
o Project Controls

34. 28
o Project Results
o Lessons Learned
The research and literature contributed to the formation of product to meet these
objectives. For example, Dresden and Lee (2007) explained how project-based learning
was used in one 1st grade classroom, and student performance of the experimental group
was compared to another 1st grade classroom that used a more traditional teaching
method. The results showed that the project-based learning students performed at a
higher level than the students in the traditional classroom. This type of controlled-group
study provided a model for this project and was very useful in designing the 4th grade
Social Study project.
A study conducted by students at the University of Connecticut and Harvard
University (Ioannuou, Brown, & Gehlbach, 2007) explained how students in K-12 often
have negative attitudes towards their Social Studies classes, indicating that the classes
were boring and didn’t relate to their lives or the world they live in. After the authors
introduced Multimedia into the curriculum (use of maps, graphics, animation, videos,
etc.), the students performed at a higher level than they did before (and higher than a
control group). The experimental group showed statistically significant higher scores on
Social Studies tests. The authors concluded that the overall experience of the students
was enhanced and their attitude related to the subject of Social Studies was much more
positive. This study assisted with the design of the Digital Storytelling technology
approach to 4th grade Social Studies curriculum and provided guidance on the evaluation
plan to determine the effectiveness of this new teaching method.

35. 29
Methodology and Project Design
The project was targeted for a 4th grade Social Studies class. It was discussed
with the 4th grade teachers at a J.H. Elementary School, and they expressed interest in
participating in any way that would result in a successful project. Ideas from these
teachers were solicited, and their input and ideas were incorporated into the final project
design. In addition, Digital Storytelling was experimented in a 1st grade classroom, and
was very useful. More importantly, students’ attention level and engagement was
significantly increased.
Project Design – Digital Storytelling was the methodology chosen to enhance the
existing project-based learning curriculum due to its interactive features and because it
encourages students to not only increase their classroom participation, but allows them to
be much more creative in the way they think and learn. The existing project-based
learning curriculum, which utilizes the Interact Gold Rush simulation, had proven
success with increasing the engagement of the students, but it lacked the utilization of
technology which has the potential to take learning to the next level. As mentioned
earlier, Mishra’s and Koehler’s (2006) research paper referred to the importance of a
teacher’s Content Knowledge and Pedagogical Knowledge, but they contended that the
integration of Technological Knowledge would lead to higher learning. They recognized,
however, that oftentimes the introduction of new technology can be both challenging and
threatening to some teachers: “Though not all teachers have embraced these new
technologies for a range of reasons, including a fear of change and lack of time and
support – the fact that these technologies are here to stay cannot be doubted” (p.1023).
For those teachers who are willing to consider the adoption of state of the art technology

36. 30
in their curriculums and classrooms, they can expect to find it enriching to both the
students and themselves.
Potential Issues and Challenges - Project-based learning can be difficult to
implement as a new and relatively inexperienced teacher because the expectation is that
multiple subjects will be integrated into a single inquiry. Therefore, it is important for
the teacher to feel comfortable with the subject matter. Effective time management is
another challenge because at first glance, project-based learning might appear to be very
time consuming to just get through one inquiry. Finally, since the traditional grading
system doesn’t apply neatly to project-based learning, a new and innovative student
assessment/evaluation process must be developed to measure the progress and
performance of students.
Evaluation of Project Results – It is recommended that evaluation of the project
be accomplished by comparing the historical performance of individual students and their
level of engagement prior to and after participating in the project-based learning
environment. It is quite possible that a control group could be established to assist in the
project evaluation. Ideally this control group would be a separate 4th grade class that uses
the traditional teaching methods. A final report comparing the data on student
performance should be completed and shared not only with 4th grade teachers, but also
with other teachers of all grades, so that they have an opportunity to assess the results and
decide whether project-based learning, enhanced by digital storytelling would be
appropriate for their students. Examination of the project-based learning implementation
process and its effect upon students and learning should include:
• Identify and document any challenges and obstacles related to the

37. 31
implementation of Project-Based Learning (PBL) in a 4th grade classroom.
• Observe if some students prefer the PBL learning environment over the
traditional method. Attempt to identify any common characteristics of those
who prefer PBL.
• Measure the effectiveness of the PBL process by tracking, trending and
evaluating the performance metrics for each student during the project
(specific milestones) and at the conclusion of the project.
Lessons Learned – During the initial implementation of Digital Storytelling in a project
based learning curriculum, there undoubtedly will be lessons learned along the way.
Lessons learned will be solicited from both students and teachers, and their feedback will
be captured and considered as the curriculum is modified and improved for future users.
Evaluation Tools/Forms- The assessment rubrics (see Appendix) created for this project
address the three main evaluation goals stated previously. Teacher and student feedback
will be solicited through the use of separate surveys that will capture both the positive
and negative aspects of the overall project. In addition, a teacher’s blog site will be
established to capture lessons learned and other miscellaneous feedback. Student
performance will be measured through the use of both self evaluation forms as well as
assessment rubrics, which will be included in the project handbook.
Summary
Project-based learning has proven to be an attractive alternative to traditional
teaching methods and the introduction and integration of technology into the project-based
learning curriculum has great potential to enrich the learning experience of both the
students and the teacher. Technological Knowledge, Pedagogy Knowledge and Content

38. 32
Knowledge, when combined, accepted and offered by the teacher, can create a learning
environment that increases the creativity and confidence of the students. In addition,
studies demonstrated that this new approach to teaching leads to impressive and higher
levels of overall performance. The flexibility that project-based learning provides,
especially with technology, will also assist teachers as they work with a rather structured
curriculum schedule. The design of this project attempted to infuse the results of the
research already completed to expand the existing project-based learning curriculum of the
4th grade Social Studies class, including the introduction of digital storytelling.

39. 33
Chapter IV
Project-based learning is a teaching method that assists all students to realize their
full learning potential. Although to a great extent the traditional classroom teaching
methods are effective for most students, too often they don’t address the needs of
students who require extra attention or those who are more academically advanced than
others in the class. In a project-based learning environment, the roles of the teacher and
students are not reversed, but they are modified in such a way that the students are
expected to assume a much more active role, and the teacher becomes more of a
facilitator than a lecturer. Increased participation by the students leads to a higher level
of engagement, which in-turn has a positive effect on the student’s desire and ability to
learn. Since the curriculum in a project-based classroom focuses on things that students
are already familiar with outside of the classroom, what is being taught in the classroom
resonates more with them, and consequently they realize more success in comprehending
the lessons.
A significant amount of research is available on project-based learning and, with
very few exceptions, the conclusions indicate that this method, especially when
technology is used, proves to be very effective (Hernandez-Ramos & De La Paz, 2002).
Studies demonstrated that students who participated in a project-based curriculum
realized higher scores on standardized tests, and when surveyed, the students indicated
that their level of satisfaction and enjoyment in the classroom were much higher than in
the traditional classroom (Boaler, 1999).

40. 34
Project Outcomes
The initial objectives of this project included:
• Create a handbook to infuse technology into the Interact Gold Rush teaching
unit to include:
o Project implementation process
o Issues and Challenges
o Project Controls
o Project Results
o Lessons Learned
• Create an evaluation plan to:
o Measure project success
 Identify and document any challenges and obstacles related to
the implementation of PBL in a 4th grade classroom.
o Measure student success
 Determine if some students prefer the PBL learning
environment over the traditional method. Attempt to identify
any common characteristics of those who prefer PBL.
 Measure the effectiveness of the PBL process by tracking,
trending and evaluating the performance metrics for each
student during the project (specific milestones) and at the
conclusion of the project.
A number of evaluation tools were created to meet these needs which are discussed in
detail in the evaluation section of this chapter. The Appendix contains the digital

41. 35
sstorytelling/technology handbook to accompany the Interact Gold Rush simulation. The
handbook contains supplemental lessons to be used in conjunction with the Interact daily
lesson plans. These supplemental lessons enhance various Interact lesson plans by adding
the technology component. The Interact lessons were determined to be of high quality in
terms of content; they just lacked the innovative technology necessary to make the
program more current and up to date. The project was designed to address all of these
objectives and more. Students should find it relatively easy to transition from the
traditional classroom environment to the project-based learning classroom. It is hoped
that student participation, especially with the historically low-achieving students,
increases significantly, and overall student engagement improves.
The project implementation should be relatively smooth, but challenges are bound
to surface. One significant obstacle that could arise is the acquisition of the technology
necessary to be able to integrate digital storytelling into the curriculum, especially during
a time when school districts are cutting back in many areas. The school district, other
teachers and parents aren’t expected to be obstacles, but it is fair to say that there will be
a number of skeptics along the way who won’t be convinced that this new teaching
method will work, and feel that project-based learning is too new and untested. It is
hoped that these skeptics will also be open-minded, and will see the positive influence the
new teaching methods have on the students.
Proposed Audience, Procedures & Implementation Timeline
The primary audience for this project includes the teacher and students of a 4th
grade Social Studies class. Secondary audiences include the students and teachers of
other 4th grade classes not participating in project-based learning.

42. 36
The procedures related to the project were developed as an expansion of a
curriculum that was previously tested in a 4th grade classroom. The introduction and
integration of a gold rush simulation into the Social Studies curriculum proved to be very
effective; however, it didn’t include a technology component. The results of this project
added steps to the Interact Gold Rush simulation, and included a project schedule and
timeline, and a project evaluation process.
At J.H. Elementary it is expected that the project timeline would start in March of
each year when the California curriculum standards concerning the gold rush are
addressed. This timing allows the formal project to be introduced into the Social Studies
curriculum focused on the California gold rush, prior to the student’s spring field trip to
Coloma, California where gold was first discovered in California. This schedule will
provide adequate time for the students to experience the gold rush through the use of
digital storytelling, so that when they visit Coloma, they can better relate to what they
experience.
Evaluation of the Project
The evaluation of the project was designed to be two-fold. The first step of the
evaluation was focused on the initial project objectives to determine if each project
objective was met and the effectiveness of each. Participating teachers will be asked to
complete a survey that will address the objectives and effectiveness of the newly
designed curriculum, and will also be asked to provide comments and recommendations
that will assist in any re-design efforts. A blog site will also be established to capture
feedback, lessons learned and miscellaneous feedback from teachers.

43. 37
The second step of the process focuses on the performance of the students
themselves. One part of the student performance evaluation compares actual test scores
and grades achieved in the project-based learning class, with Social Studies scores and
grades achieved by the students when they were taught with the more traditional teaching
methods. In order to compare to another control group, the standardized test scores of the
students in the project-based learning classroom are compared to 4th grade students in the
other classes that are not involved in the project. Another, less objective assessment of
the project focuses on the overall participation and engagement of the students involved
in the project, and their opinions related to the new teaching method.
Lessons learned during the project evaluation should be used to modify the
project for future users. Informal project surveys were developed for students and
teachers involved in the project, and their feedback should be incorporated into future
modifications of the curriculum.
Limitations of the Project
It is recognized that there are some limitations with the project and with the
evaluation of the project. One such limitation could be the differences in styles of
teachers involved in the project, and those with whom they are being compared. It is
possible that any improvement in student performance could be attributed to the style of
the teacher, rather than the method of teaching. This must be taken into consideration
while conducting the project evaluation at the conclusion of the project.
Another limitation is the support that the school and other 4th grade teachers
provide during this project. If they are not open-minded, it could jeopardize the success
of the project. It will be imperative to get a commitment early on from the school and

44. 38
teachers so that they become supportive participants in the project, rather than skeptics or
obstructionist.
Based on the results of the project evaluation, the project-based learning
curriculum can be expanded to other classrooms/teachers, and to additional subjects other
than just Social Studies. The key to future expansion is the success of the initial project
and the credibility of the evaluation. The project handbook can be used as a step-by-step
implementation guide for teachers to introduce and utilize project-based learning for their
students.
Conclusion
This project demonstrated not only a need for project-based learning, but also the
benefits this teaching style can offer students. Research studies, pilot tests, and literature
all indicate that this teaching method results in students who are more excited about
learning, are more engaged in their classroom’s lessons and curriculum, and are more
successful with respect to individual performance. Students respond differently to
different teaching methods, and the traditional teacher lecture style does not always reach
all students. All too often, low-achieving students are left behind, while high achieving
students become bored. In any event, many students are not given the opportunity to
realize their full potential. The interactive and multimedia methods integrated into the
project-based learning approach offer something for every student, and allow students to
become more involved. The curriculum design proves to be a valuable process. This
project will hopefully influence other teachers and convince them to introduce project-
based learning with integrated technology to their students. As participation with this
teaching method expands, and additional success is realized, it is very likely that project-

45. 39
based learning will be the norm, rather than the exception for schools throughout the
country.

46. 40
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Appendix: Field Project
EUREKA! Incorporating Technology into a Gold Rush Simulation
A Handbook for 4th Grade Teachers