Related literature
The literature review will address the following questions:
1. How does project-based learning help retention?
2. Which research skills are reinforced through project-based learning, such as Genius Hour projects?
3. Will note-taking skills; such as, categorizing, organizing, discarding and ranking information increase retention?
4. Does technology play a role in retention during research and project exhibition?
Literature Review
After analyzing my needs assessment it became evident that my students were not independent learners. In the school setting, the students worked through series of projects to learn content. The disconnection between project-based and self-regulated learning indicated to a strong student need. From the social studies project, I became aware of students actual research skills. Since I was exposed to project-based learning instruction for the first time, the purpose of this literature was to help me understand the theoretical frameworks of it. I focused on finding literature that could help me understand implementation of project-based learning. Furthermore, the intervention of Genius Hour follows a student-choice and project-based learning framework. By understanding project-based learning I can better implement the intervention of Genius Hour. Lastly, through the literature strategies that implemented choice in project-based learning. Additionally, I was implementing educational technology strategies and student-centered instruction for the first time. In this literature review I hope to understand the role of technology in retention, as my students’ classwork is 80% online and digital. Likewise, understanding strategies that develop research skills such as note taking, source ranking and product creation are critical for a successful Genius Hour implementation. The needs assessment led me to research various topics that dealt with retention during self-guided research projects, such as, topics related to project-based learning, technology, note-taking and retention have influenced the decisions made in this study. Ultimately, the purpose of this literature review is to understand how all components of student choice learning projects help students learn.
Influence of Project-Based Learning on Retention
As I watched my students collaborate and delegate roles during a social studies project, I could not help make note of their excitement. During a geography lecture on continents, countries and cities, I watched, as the students were unengaged learners. The goal of the social studies projects was for students to design a trip to five different continents. Students were given a choice in the selection of their vacation locations and final product. All the students worked in partner groups. They were eager to get started and use the tools that had been provided. Yet, the students were not able to recall any of the itinerary of their trip or the geographical differences of the locations they chose. As Krajcik states in relation to PBL design, “One potential design tension arises between content choices dictated by problem context versus the standards.” (2007) The social studies project arose from an assessment in which the majority of students could not identify a continent, country, state or city. Although, the standards dictate that only California and United States history be taught in a fourth and fifth grade combo. It was necessary for students to understand geographical categories in order to understand the topic of colonization. Additionally, the project required much more scaffolding to support the students’ current research abilities. Another finding in Learning‐goals‐driven design model: Developing curriculum materials that align with national standards and incorporate project‐based pedagogy, Krajcik states, “An iterative design process allows designers to blend rigorous treatment of learning goals with the principles of project-based science. (2008) Project-based learning benefits from an organic structure. Teachers can design lessons throughout a project timeline based on students’ needs. One observation that was clear is that students were eager to participate in the project. Students were excited to brainstorm and have authority in the decisions about developing their projects. From the article by Cakiroglu (2014), the definition of project based learning “includes problem-solving and exploration processes to drive learning. PBL guides students to assume a real life role and apply the tools of knowledge domain in creating a project.” In project based learning, students follow a series of steps to complete an assignment. Since PBL’s tend to be student-driven, students are able to personalize their learning experience to their needs and schema. PBL’s follow a constructivist approach to learning by experiences and reflection of those experiences. In the study by Cakiroglu (2014), ninth grade students participated in a project based learning mathematics lesson. The students were divided into controlled and experimental groups. Both groups carried out the same projects, which follow the six steps to a PBL. Those steps are: refining questions, finding information, planning, designing, and conducting experimental work, analyzing data, and sharing artifacts. The experimental group differ in that, this group was given an enrichment; visual manipulative. Both groups took pre- and post- achievement test, where the experimental group outperformed the controlled group. However, it was noted in the study that students attitudes towards mathematics had shift from negative to positive after implementing a PBL. Overall, implementation of project-based learning provides students with personalization of a subject, which leads to retention because a connection is created between content, skills and final product.
Identifying Desired Research Skills in Project-Based Learning
In project based learning, there are several skills that a student should develop. When using PBL as an instructional method, a teacher must consider the research skills that students need to complete a project. In elementary, there is various levels of scaffolding that must take place. Concepts and skills related to research, such as time-management, material allocation, note taking, collaboration, communication, brainstorming, delegating, or looking at sources, must be taught to elementary students. It is evident that the intervention must permit the teacher to focus on these skills through out student-choice learning projects.
A study conducted by Chu (2008), demonstrates how students develop research skills following an inquiry and project based learning approach. The study involved four fourth grades classes in an average performing school in Hong Kong. A total of eleven teachers where involved in the study. Teachers of four different subjects planned a cross-curricular PBL: Chinese language, general studies, librarian, and information technology. Each teacher taught specific research skills pertaining to their subject. Students participated in two projects, in which the results showed growth in the eight areas measured. Students grew over fifty percent in the areas of: IT literacy, time-management skills, information and data analysis abilities. The study was able to implement a PBL structure in which every person involved had a key role. The students were repeatedly submerged in research rich curriculum that benefitted the students’ final products. (p. 1- 29) This study demonstrates a 2-point growth in all research skills assessed in a tanking system of 1 through 5.
Although, technology has shifted the tools used in project-based learning. The desired research skills that elementary student are still similar to previous years but teachers are faced with using different tools that might have not been available during their teacher preparation or schooling. According to the study, Assessing the Role of Online Technologies in Project-Based Learning, the population surveyed reported that there are teacher challenges between teaching lessons on technology tools and content. (Ravitz, 2014, p.1 -16) Ravitz reports that the pace of technology tools introduced in classroom can affect the overall skills taught. Of the schools survey, there was an inverse relationship with time spent on developing projects and technology skills. (2014, p. 15) Educators must spend preparation time deciding which technology tools they want to invest learning. Therefore, it is critical for educators to create projects that require targeted research skills with designated technology tools for the purpose of maximizing learning outcomes.
Concurrently, technology is being used a tool to improve research skills during project based learning. In the article, A Project-Based Digital Storytelling Approaching for Improving Students’ Learning Motivation, Problem-Solving Competency and Learning Achievement, results effectively enhance upper elementary students ability to synthesize and evaluate science content. (Hung, C. M., Hwang, G. J., & Huang, I., 2012, p. 1 -12) For instance, the experimental group used text, images and sounds based on their interest and understanding of science context. Students engaged in higher-level cognitive functions through this collaborative digital storytelling project versus the control group complete performance tasks without technology. Results reported higher achievement scores on assessments from the experimental group. Thus, technology tools can support research skills that are developed during project-based learning.
Note-taking like a Researcher in Elementary Education
One key observation during the needs assessment was the students’ inability to take quality notes. Like many scientists, my students were eager to explore and research. Yet, they did not practice a scientist need to carry a scientific journal with their reflections and findings. Some students would write on a loose sheet of paper and continue to use a new sheet everyday because the previous day’s notes were lost. Other student copied and pasted from websites into a word document. According to Kiewra (1985), note taking is divided into two categories: process and product function. (p. 2) When I asked them questions about the social studies project it was apparent that they had not carefully read or synthesized the information from their notes. Additionally, Kiewra (1985) reports a 30% difference in retention or recall between students who reviewed notes versus those who did not. (p. 5) Furthermore, Kiewra (1985) states a difference in recall abilities with students who copied verbatim notes from the board versus students who wrote key points in their own words. Across the classroom I did not see students creating lists or paraphrasing information that they read. Also, Kiewra (1985) implies that educators encourage note taking as a way for student to organize, rank and categorize information for later reviewing and not create elaborate notes. (p.11) It became obvious that I will need to teach my students’ processes and product function of quality note taking.
Digital note taking is often thought of as students typing madly while the professor lectures on. Such behavior leads to the question, what difference does technology serve when note taking on a device when it can be done with a notebook and pencil? In a study, How do High-Achieving Students Approach Web-based Copy and Paste Note-Taking? by Brent Igo and Kenneth Kiewra, they discuss the behaviors that students display when using digital note taking. Students without clear guidelines will mindlessly copy and paste large text into a document. (2007, p. 512 -529) Upon recall students remember very little from their notes or research. In their article, they stress the importance of creating limits and strict guidelines for digital note taking. Students who participated in the study, the control group that was given restrictions tends to have higher posttest results and was more selective in note taking. Students in the control group were able to rank and discard information. In the end, creating structure and restrictions on note taking would benefit retention in students who take notes digitally.
Technology’s Role in Retention during Research and Project Exhibition
Since the dynamics of this current classroom involve technology, it was important to understand the role technology plays in retention. The current classroom incorporates technology in 80 percent of all activities. Through out the day students use computer programs and mobile device applications to complete assignments in all subjects. During a project students use a combination of digital and hard copy resources to complete their projects. Using technology can become a double-edged sword, meaning that it can hinder or promote learning. Technology implementations can go wrong if the device is being used to practice skills rather than develop products. In regards to projects involving technology, monitor and facilitate how students use technology.
By the same token, educators must understand the role of Internet or web access. According to the article, Learning, teaching, and scholarship in a digital age Web 2.0 and classroom research: What path should we take now?, Greenhow, C., Robelia, B., & Hughes, J. E. reports the importance of students’ use of the web. They identify an increase of 80% Internet access in classrooms. Three major goals of Web 2.0 and classroom research are student communication, inquiry and qualitative research methods. (Greenhow, C., Robelia, B., & Hughes, J. E., 2009, p. 1-15) Also, Web 2.0 stresses the importance of furthering student understanding with assignments that allow online relationships through collaboration and sharing products. Overall, Greenhow, C., Robelia, B., & Hughes, J. E give insight to the various online platforms, such as edmodo, Flickr, and Youtube that have allowed students to succeed in a Web 2.0 classroom.
Furthermore, technology continues to create mixed concerns for educators who are not convinced on the effects technology has on retention. According to Pew Research Center’s Internet and American Life Project (2012), many teachers surveyed stated that technology had positive impacts on research but that the perception of research has changed. Among the middle and high school teachers surveyed, the commonality was that technology provided a vast amount of resources in various platforms. Students with devices and Internet could visit museums online, watch videos or read articles from other countries to research rather than visit the local library. Technology helped students create or build schema that might not have been available financially or visually. Students with devices have instant access to information at a finger’s touch. Yet, the study conducted by Pew Research Center’s Internet and American Life Project (2012) mentioned that the parameters of quality research had changed. Teachers stated that most students considered Google as the only search engine for research. Additionally, students looked for information until assignments were complete and did not cover depth. The use of technology for research was used for recall and not synthesis of information. Instead, the study stated that teachers should focus teaching students how to rank and filter sources, create good search phrases, and create online portfolios to save work. Consequently, research skills are transferable whether reading a book or conducting a Google search. As the study shows technology is just another platform, in which students are able to have access to information. Thus teaching should focus on the importance of technology as a tool. There is a vast amount of information that can be overwhelming for any person when conducting research online, just as there are in a library. Instead technology should be used to build meaningful and purposeful assignments since students are able to retain information. Computer programs and device applications should focus on creating and synthesizing information rather than skill practice. In elementary education, effective uses of technology include app smashing, where students use various applications to create one product. Students can take audio and visual notes using applications like educreations or notability. They can use their notes to create a script on iMovie for a final product of a project. The amount of computer programs and device applications are endless. Technology plays a key role in retention because of the opportunity for students to personalize and create a variety of final products.
Conclusion
All things considered, this literature review points out several studies that have influenced the design of this action research. Project-based learning studies demonstrate students’ ability to engage in higher-level cognitive functions and perform higher on achievement assessments in comparison to teacher-centered instruction. Additionally, the previously mentioned studies reported an increase in student engagement and positive learning attitudes in a project based learning environment that fosters student choice. Since the intervention follows the project-based learning framework, it is key for me to provide my students with choice in topic and product. According to the literature, projects that did not allow student to personalize research and final presentations had a decrease in academic achievement. Using student-choice learning projects will offer students an authentic research opportunity. Where as, the social studies project in the needs assessment did not offer students an authentic topic of interest. From the literature, it is critical that every research project have an inquiry question. Therefore, I will need to scaffold lessons and activities for students to develop an inquiry question that will engage them in higher-cognitive tasks. In regard to project based learning, the literature supports the development of research skills in elementary student. Although, the literature points out that research skills developed in project based learning should be explicitly taught as part of project curriculum. Comparatively, the literature emphasizes the growing influence of technology in project-based learning. The positive correlation between project-based learning and technology has influence the design and curricular goals of this action research. Therefore, using an intervention like Genius Hour will give students the flexibility and freedom to learn about online programs and applications that help them learn. In essence, I will have to be reflective about my student’s choices and research skills to help them learn. Without my facilitation or scaffolding, students can experience the same results as project in the needs assessment. Ultimately, their student-choice learning projects can construct modeling for independent projects outside of school to further their own passions and interests.
Hypothesis
By implementing the intervention of Genius Hour in an upper elementary grade, then students will be able to develop research skills needed to conduct an independent research project.
1. How does project-based learning help retention?
2. Which research skills are reinforced through project-based learning, such as Genius Hour projects?
3. Will note-taking skills; such as, categorizing, organizing, discarding and ranking information increase retention?
4. Does technology play a role in retention during research and project exhibition?
Literature Review
After analyzing my needs assessment it became evident that my students were not independent learners. In the school setting, the students worked through series of projects to learn content. The disconnection between project-based and self-regulated learning indicated to a strong student need. From the social studies project, I became aware of students actual research skills. Since I was exposed to project-based learning instruction for the first time, the purpose of this literature was to help me understand the theoretical frameworks of it. I focused on finding literature that could help me understand implementation of project-based learning. Furthermore, the intervention of Genius Hour follows a student-choice and project-based learning framework. By understanding project-based learning I can better implement the intervention of Genius Hour. Lastly, through the literature strategies that implemented choice in project-based learning. Additionally, I was implementing educational technology strategies and student-centered instruction for the first time. In this literature review I hope to understand the role of technology in retention, as my students’ classwork is 80% online and digital. Likewise, understanding strategies that develop research skills such as note taking, source ranking and product creation are critical for a successful Genius Hour implementation. The needs assessment led me to research various topics that dealt with retention during self-guided research projects, such as, topics related to project-based learning, technology, note-taking and retention have influenced the decisions made in this study. Ultimately, the purpose of this literature review is to understand how all components of student choice learning projects help students learn.
Influence of Project-Based Learning on Retention
As I watched my students collaborate and delegate roles during a social studies project, I could not help make note of their excitement. During a geography lecture on continents, countries and cities, I watched, as the students were unengaged learners. The goal of the social studies projects was for students to design a trip to five different continents. Students were given a choice in the selection of their vacation locations and final product. All the students worked in partner groups. They were eager to get started and use the tools that had been provided. Yet, the students were not able to recall any of the itinerary of their trip or the geographical differences of the locations they chose. As Krajcik states in relation to PBL design, “One potential design tension arises between content choices dictated by problem context versus the standards.” (2007) The social studies project arose from an assessment in which the majority of students could not identify a continent, country, state or city. Although, the standards dictate that only California and United States history be taught in a fourth and fifth grade combo. It was necessary for students to understand geographical categories in order to understand the topic of colonization. Additionally, the project required much more scaffolding to support the students’ current research abilities. Another finding in Learning‐goals‐driven design model: Developing curriculum materials that align with national standards and incorporate project‐based pedagogy, Krajcik states, “An iterative design process allows designers to blend rigorous treatment of learning goals with the principles of project-based science. (2008) Project-based learning benefits from an organic structure. Teachers can design lessons throughout a project timeline based on students’ needs. One observation that was clear is that students were eager to participate in the project. Students were excited to brainstorm and have authority in the decisions about developing their projects. From the article by Cakiroglu (2014), the definition of project based learning “includes problem-solving and exploration processes to drive learning. PBL guides students to assume a real life role and apply the tools of knowledge domain in creating a project.” In project based learning, students follow a series of steps to complete an assignment. Since PBL’s tend to be student-driven, students are able to personalize their learning experience to their needs and schema. PBL’s follow a constructivist approach to learning by experiences and reflection of those experiences. In the study by Cakiroglu (2014), ninth grade students participated in a project based learning mathematics lesson. The students were divided into controlled and experimental groups. Both groups carried out the same projects, which follow the six steps to a PBL. Those steps are: refining questions, finding information, planning, designing, and conducting experimental work, analyzing data, and sharing artifacts. The experimental group differ in that, this group was given an enrichment; visual manipulative. Both groups took pre- and post- achievement test, where the experimental group outperformed the controlled group. However, it was noted in the study that students attitudes towards mathematics had shift from negative to positive after implementing a PBL. Overall, implementation of project-based learning provides students with personalization of a subject, which leads to retention because a connection is created between content, skills and final product.
Identifying Desired Research Skills in Project-Based Learning
In project based learning, there are several skills that a student should develop. When using PBL as an instructional method, a teacher must consider the research skills that students need to complete a project. In elementary, there is various levels of scaffolding that must take place. Concepts and skills related to research, such as time-management, material allocation, note taking, collaboration, communication, brainstorming, delegating, or looking at sources, must be taught to elementary students. It is evident that the intervention must permit the teacher to focus on these skills through out student-choice learning projects.
A study conducted by Chu (2008), demonstrates how students develop research skills following an inquiry and project based learning approach. The study involved four fourth grades classes in an average performing school in Hong Kong. A total of eleven teachers where involved in the study. Teachers of four different subjects planned a cross-curricular PBL: Chinese language, general studies, librarian, and information technology. Each teacher taught specific research skills pertaining to their subject. Students participated in two projects, in which the results showed growth in the eight areas measured. Students grew over fifty percent in the areas of: IT literacy, time-management skills, information and data analysis abilities. The study was able to implement a PBL structure in which every person involved had a key role. The students were repeatedly submerged in research rich curriculum that benefitted the students’ final products. (p. 1- 29) This study demonstrates a 2-point growth in all research skills assessed in a tanking system of 1 through 5.
Although, technology has shifted the tools used in project-based learning. The desired research skills that elementary student are still similar to previous years but teachers are faced with using different tools that might have not been available during their teacher preparation or schooling. According to the study, Assessing the Role of Online Technologies in Project-Based Learning, the population surveyed reported that there are teacher challenges between teaching lessons on technology tools and content. (Ravitz, 2014, p.1 -16) Ravitz reports that the pace of technology tools introduced in classroom can affect the overall skills taught. Of the schools survey, there was an inverse relationship with time spent on developing projects and technology skills. (2014, p. 15) Educators must spend preparation time deciding which technology tools they want to invest learning. Therefore, it is critical for educators to create projects that require targeted research skills with designated technology tools for the purpose of maximizing learning outcomes.
Concurrently, technology is being used a tool to improve research skills during project based learning. In the article, A Project-Based Digital Storytelling Approaching for Improving Students’ Learning Motivation, Problem-Solving Competency and Learning Achievement, results effectively enhance upper elementary students ability to synthesize and evaluate science content. (Hung, C. M., Hwang, G. J., & Huang, I., 2012, p. 1 -12) For instance, the experimental group used text, images and sounds based on their interest and understanding of science context. Students engaged in higher-level cognitive functions through this collaborative digital storytelling project versus the control group complete performance tasks without technology. Results reported higher achievement scores on assessments from the experimental group. Thus, technology tools can support research skills that are developed during project-based learning.
Note-taking like a Researcher in Elementary Education
One key observation during the needs assessment was the students’ inability to take quality notes. Like many scientists, my students were eager to explore and research. Yet, they did not practice a scientist need to carry a scientific journal with their reflections and findings. Some students would write on a loose sheet of paper and continue to use a new sheet everyday because the previous day’s notes were lost. Other student copied and pasted from websites into a word document. According to Kiewra (1985), note taking is divided into two categories: process and product function. (p. 2) When I asked them questions about the social studies project it was apparent that they had not carefully read or synthesized the information from their notes. Additionally, Kiewra (1985) reports a 30% difference in retention or recall between students who reviewed notes versus those who did not. (p. 5) Furthermore, Kiewra (1985) states a difference in recall abilities with students who copied verbatim notes from the board versus students who wrote key points in their own words. Across the classroom I did not see students creating lists or paraphrasing information that they read. Also, Kiewra (1985) implies that educators encourage note taking as a way for student to organize, rank and categorize information for later reviewing and not create elaborate notes. (p.11) It became obvious that I will need to teach my students’ processes and product function of quality note taking.
Digital note taking is often thought of as students typing madly while the professor lectures on. Such behavior leads to the question, what difference does technology serve when note taking on a device when it can be done with a notebook and pencil? In a study, How do High-Achieving Students Approach Web-based Copy and Paste Note-Taking? by Brent Igo and Kenneth Kiewra, they discuss the behaviors that students display when using digital note taking. Students without clear guidelines will mindlessly copy and paste large text into a document. (2007, p. 512 -529) Upon recall students remember very little from their notes or research. In their article, they stress the importance of creating limits and strict guidelines for digital note taking. Students who participated in the study, the control group that was given restrictions tends to have higher posttest results and was more selective in note taking. Students in the control group were able to rank and discard information. In the end, creating structure and restrictions on note taking would benefit retention in students who take notes digitally.
Technology’s Role in Retention during Research and Project Exhibition
Since the dynamics of this current classroom involve technology, it was important to understand the role technology plays in retention. The current classroom incorporates technology in 80 percent of all activities. Through out the day students use computer programs and mobile device applications to complete assignments in all subjects. During a project students use a combination of digital and hard copy resources to complete their projects. Using technology can become a double-edged sword, meaning that it can hinder or promote learning. Technology implementations can go wrong if the device is being used to practice skills rather than develop products. In regards to projects involving technology, monitor and facilitate how students use technology.
By the same token, educators must understand the role of Internet or web access. According to the article, Learning, teaching, and scholarship in a digital age Web 2.0 and classroom research: What path should we take now?, Greenhow, C., Robelia, B., & Hughes, J. E. reports the importance of students’ use of the web. They identify an increase of 80% Internet access in classrooms. Three major goals of Web 2.0 and classroom research are student communication, inquiry and qualitative research methods. (Greenhow, C., Robelia, B., & Hughes, J. E., 2009, p. 1-15) Also, Web 2.0 stresses the importance of furthering student understanding with assignments that allow online relationships through collaboration and sharing products. Overall, Greenhow, C., Robelia, B., & Hughes, J. E give insight to the various online platforms, such as edmodo, Flickr, and Youtube that have allowed students to succeed in a Web 2.0 classroom.
Furthermore, technology continues to create mixed concerns for educators who are not convinced on the effects technology has on retention. According to Pew Research Center’s Internet and American Life Project (2012), many teachers surveyed stated that technology had positive impacts on research but that the perception of research has changed. Among the middle and high school teachers surveyed, the commonality was that technology provided a vast amount of resources in various platforms. Students with devices and Internet could visit museums online, watch videos or read articles from other countries to research rather than visit the local library. Technology helped students create or build schema that might not have been available financially or visually. Students with devices have instant access to information at a finger’s touch. Yet, the study conducted by Pew Research Center’s Internet and American Life Project (2012) mentioned that the parameters of quality research had changed. Teachers stated that most students considered Google as the only search engine for research. Additionally, students looked for information until assignments were complete and did not cover depth. The use of technology for research was used for recall and not synthesis of information. Instead, the study stated that teachers should focus teaching students how to rank and filter sources, create good search phrases, and create online portfolios to save work. Consequently, research skills are transferable whether reading a book or conducting a Google search. As the study shows technology is just another platform, in which students are able to have access to information. Thus teaching should focus on the importance of technology as a tool. There is a vast amount of information that can be overwhelming for any person when conducting research online, just as there are in a library. Instead technology should be used to build meaningful and purposeful assignments since students are able to retain information. Computer programs and device applications should focus on creating and synthesizing information rather than skill practice. In elementary education, effective uses of technology include app smashing, where students use various applications to create one product. Students can take audio and visual notes using applications like educreations or notability. They can use their notes to create a script on iMovie for a final product of a project. The amount of computer programs and device applications are endless. Technology plays a key role in retention because of the opportunity for students to personalize and create a variety of final products.
Conclusion
All things considered, this literature review points out several studies that have influenced the design of this action research. Project-based learning studies demonstrate students’ ability to engage in higher-level cognitive functions and perform higher on achievement assessments in comparison to teacher-centered instruction. Additionally, the previously mentioned studies reported an increase in student engagement and positive learning attitudes in a project based learning environment that fosters student choice. Since the intervention follows the project-based learning framework, it is key for me to provide my students with choice in topic and product. According to the literature, projects that did not allow student to personalize research and final presentations had a decrease in academic achievement. Using student-choice learning projects will offer students an authentic research opportunity. Where as, the social studies project in the needs assessment did not offer students an authentic topic of interest. From the literature, it is critical that every research project have an inquiry question. Therefore, I will need to scaffold lessons and activities for students to develop an inquiry question that will engage them in higher-cognitive tasks. In regard to project based learning, the literature supports the development of research skills in elementary student. Although, the literature points out that research skills developed in project based learning should be explicitly taught as part of project curriculum. Comparatively, the literature emphasizes the growing influence of technology in project-based learning. The positive correlation between project-based learning and technology has influence the design and curricular goals of this action research. Therefore, using an intervention like Genius Hour will give students the flexibility and freedom to learn about online programs and applications that help them learn. In essence, I will have to be reflective about my student’s choices and research skills to help them learn. Without my facilitation or scaffolding, students can experience the same results as project in the needs assessment. Ultimately, their student-choice learning projects can construct modeling for independent projects outside of school to further their own passions and interests.
Hypothesis
By implementing the intervention of Genius Hour in an upper elementary grade, then students will be able to develop research skills needed to conduct an independent research project.
