The document discusses a project that implemented project-based learning in a 4th grade social studies classroom focusing on the California Gold Rush. The project had objectives of creating supplemental technology-enhanced lessons and evaluating student performance and engagement. Evaluation found that students participating in project-based learning scored higher on standardized tests and reported higher satisfaction than those in traditional classrooms. However, teacher styles and school support could limit evaluation and expansion of the project-based approach.

1. CHAPTER IV
DISCUSSION, CONCLUSIONS, RECOMMENDATIONS
Project-based learning is a teaching method that is aimed at assisting all students
with realizing their full learning potential. Although to a great extent the traditional
classroom teaching methods are effective for most students, all 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).

2. 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. Appendix B contains the Digital

3. Storytelling/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.

4. 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.

5. 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

6. of the project. It will be imperative to get a commitment early on from the school and
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 multi-media 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

7. teaching method expands, and additional success is realized, it is very likely that project-
based learning will be the norm, rather than the exception for schools throughout the
country.