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The Impact of a Geographic Information System on Middle School Students‘ Geographic The Impact of a Geographic Information System on Middle School Students‘ Geographic Literacy and Historical Empathy A dissertation presented to the faculty of The Gladys W. and David H. Patton College of Education and Human Services of Ohio University In partial fulfillment of the requirements for the degree Doctor of Philosophy Jennifer Eileen Tesar August 2010 © 2010 Jennifer Eileen Tesar. All Rights Reserved. 2 This dissertation titled The Impact of a Geographic Information System on Middle School Students‘ Geographic Literacy and Historical Empathy by JENNIFER EILEEN TESAR has been approved for the Department of Teacher Education and The Gladys W. and David H. Patton College of Education and Human Services ___________________________________________________________ Frans H. Doppen Associate Professor of Teacher Education ___________________________________________________________ Renée A. Middleton Dean, The Gladys W. and David H. Patton College of Education and Human Services 3 ABSTRACT TESAR, JENNIFER EILEEN, Ph.D., August 2010, Curriculum and Instruction, Social Studies Education. The Impact of a Geographic Information System on Middle School Students‘ Geographic Literacy and Historical Empathy (227 pp.) Director of Dissertation: Frans H. Doppen This study looked at three seventh-grade classrooms in Southeast Ohio to examine the extent to which Google Earth can be used as an effective tool to enhance middle school students‘ historical empathy and develop geographic literacy. This study draws its inspiration from the literature in three areas: an extensive research base supporting the use of historical empathy in the social studies classroom; commentary related to the use of technology in social studies instruction; and recent research connecting historical empathy, geographic literacy, and technology use in the middle school classroom. The study investigated both the teachers‘ perceptions and students‘ attitudes toward using Google Earth in their social studies class. Both quantitative and qualitative data were gathered to explain and describe the use of Google Earth in three seventh-grade social studies classrooms consisting of 143 students and their teachers. In the quantitative segment of the study, a 22-item pre- and post-study survey was administered to determine changes in students‘ attitudes towards social studies, using computers, the importance of learning geography and history in school, their use of Google Earth, barriers to using Google Earth, and their ability to apply Google Earth to what they were learning in history. A paired sample t-test at the .05 significance level 4 was conducted to examine students‘ change in attitudes regarding each item. The results did not show a change in students‘ attitudes towards using Google Earth. In contrast to the quantitative data, the qualitative data suggest a significant change in students‘ attitudes toward using Google Earth. The qualitative data was derived from interviews with 18 seventh-grade boys and girls as well with their classroom teachers prior to and after the use of Google Earth. The qualitative results suggest the positive influences Google Earth had on students‘ perceptions of geography and developing historical empathy. Approved: _____________________________________________________________ Frans H. Doppen Associate Professor of Teacher Education 5 This dissertation is dedicated to my Aunt Dorothy who did not live to see me finish my dissertation. It was her expectation that inspired me to move forward and achieve more. She lived so that I could pursue my dreams and passion for education. She helped provide endless emotional, spiritual, and financial support throughout the greater part of my doctoral program. She will be very much missed. 6 ACKNOWLEDGEMENTS I am deeply appreciative and grateful to those who have been influential and indispensable throughout the time I have spent obtaining a doctoral degree. Through the years of pursuing this degree, I have endured many challenges. I will always relish this grand opportunity to further my education. I wish to extend my profound gratitude to the people who have played significant roles at various stages of my doctoral program. Many have shared their expertise, support, advice, and have encouraged me from the beginning of this endeavor to the end. Although the following list is not exhaustive, the following deserve a special mention. I would first like to thank my husband, Tom and my son Andrew who endured many hours of mom ―working on her paper‖. It was Tom‘s lack of complaining and understanding that allowed me to complete my doctoral program. I wish to express my gratitude to my committee members for their support and direction in this endeavor. The unique contributions from each member are truly appreciated. Dr. Dianne Gut who provided support and guidance and served as my qualitative research methodologist who was always available to offer her assistance. Dr. Richard Moore for guiding my research interest over the past several years and helping me develop my background in educational technology. Dr. Ginger Weade who took precious time and effort to read and reread my dissertation and at the same time give suggestions for improving my research and dissertation writing. And last, but in no way least, my advisor and chairperson of my doctoral and dissertation committees, Dr. Frans Doppen. Without him this dissertation would not have been possible. He worked tirelessly to ensure my success through professional interest, expertise, and patience. He 7 is a true mentor who helped me find my path, and then guide me along it with kindness, enthusiasm, and professionalism. I would like to give special thanks Dr. George Lipscomb at Furman University and Dr. John K Lee at North Carolina State University, who provided support, help, and were always willing to give their best suggestions throughout my doctoral program. They both conveyed a spirit of adventure in regard to research and scholarship and most importantly an excitement to teaching social studies education. I also wish to thank Dr. Robin Foster at the University of Puget Sound and Jae Ahn for their help with the statistical analysis. I extend my gratitude to my family and friends whose support clearly transcends the many months of writing this dissertation who patiently and earnestly asked how I was progressing and were willing to listen as I explained what I was doing. I have been blessed to have so many amazing people in my life who have pushed me to become much more than I ever thought possible. I wish to thank my parents who always believed that I was capable of doing anything I set my mind to. I would like to acknowledge the teachers and students of the schools that welcomed me and my research endeavor. I also wish to give a special thanks to the administrators, teachers, and students at Meigs Middle School who supported, guided, and encouraged me throughout my doctoral program. I will very much miss my days at Meigs Middle School and will always have found memories of the time spent with these individuals as they filled my days in the classroom with joy and happiness. 8 TABLE OF CONTENTS Page ABSTRACT .........................................................................................................................3 ACKNOWLEDGEMENTS .................................................................................................6 LIST OF TABLES .............................................................................................................13 LIST OF FIGURES ...........................................................................................................14 CHAPTER 1: INTRODUCTION ......................................................................................15 Background ..................................................................................................................15 Statement of the Problem .............................................................................................22 Research Questions ......................................................................................................24 Overview of Methodology ...........................................................................................24 Significance of the Study .............................................................................................25 Limitations ...................................................................................................................25 Definition of Terms......................................................................................................26 Summary ......................................................................................................................28 CHAPTER 2: REVIEW OF THE LITERATURE ............................................................29 Introduction ..................................................................................................................29 Middle School Students ...............................................................................................29 Defining a Middle School ......................................................................................30 21st Century Students ............................................................................................32 Low Income Students Technology Use .................................................................34 Technology in the Middle School ..........................................................................36
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