Date of Award

12-1-2011

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Teaching & Learning

Abstract

The purpose of this study was to ascertain the impact of a one-to-one netbook initiative on learning in five social studies classrooms. Quantitative and qualitative data were collected and analyzed to determine the overall impact. The researcher explored the impact on teaching and learning social studies with the primary source of curriculum delivery through one-to-one netbook computer access by students. It also focused on measuring student perception of engagement, productivity, and learning of social studies curriculum through the utilization of a netbook computer in place of a traditional textbook in a social studies classroom.

The research and data collection, through the Grand Forks Public Schools Social Studies Steering Committee, were conducted in several ways utilizing a mixed-methods approach. First, a pre-experimental design, one group pre-post-survey, was used with the students who were introduced to netbook computers in place of their traditional textbook. Second, a quasi-experimental design, pre-post-survey non-equivalent group design, was used to compare the pilot to the control. Students in the control group continued to use a textbook and the pilot group a netbook computer as a pilot for social studies curriculum.

Finally, qualitative methods were used to bring depth and perspective to the research. An analysis of student and teacher responses to open-ended questions was conducted. In addition, data were analyzed from classroom observations throughout the pilot.

Although some of the data and evidence indicated positive perceptions among the netbook pilot students, quantitative data did highlight negative growth areas in engagement, productivity, and learning within the pilot. On the other hand, qualitative data portrayed an overall positive perception of using the netbooks among the pilot students.

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