Kostishion Final Reseach Plan

GOOGLE’S IMPACT ON EIGTH GRADE HISTORICAL RESEARCH PAPERS 1
Google’s Impact on Eighth Grade Historical Research Papers
Jill T. Kostishion
Kutztown University of Pennsylvania

Table of Contents
Tables and Figures .......................................................................................................................... 4
Abstract ........................................................................................................................................... 4
Introduction ..................................................................................................................................... 5
Topic Statement and Purpose ............................................................................................... 5
Relevance ............................................................................................................................. 6
Hypothesis ............................................................................................................................ 6
Research Questions .............................................................................................................. 7
Definition of Terms .............................................................................................................. 8
A Review of Related Literature ...................................................................................................... 9
Digital Natives, Immigrants, and Lifelong Learning ........................................................... 9
Using Google to Incorporate 21st Century Skills ................................................................. 9
Summary ............................................................................................................................ 11
Methodology ................................................................................................................................. 15
Working Hypothesis ........................................................................................................... 15
Research Participants ......................................................................................................... 16
Instruments ......................................................................................................................... 17
Design................................................................................................................................. 18
Procedure............................................................................................................................ 18
Data Collection Method and Analysis .......................................................................................... 19

Achievement Test ............................................................................................................... 20
Semantic Differential Scale ................................................................................................ 21
Rating Scale........................................................................................................................ 21
Time Schedule .............................................................................................................................. 21
Budget ........................................................................................................................................... 23
References ..................................................................................................................................... 24
Tables and Figures
Tables and figures related to the Google cloud platform’s impact on eighth grade
historical research papers will be added to this qualitative research study while data is collected
and analyzed. Additionally, specific tables and figures, including charts and graphs, will be
added after data collection to depict common themes and patterns that emerge through data
analysis. Figures may include portions of completed participant historical research papers or
screenshots of the Google cloud platform as participants conduct their research.
Abstract
This ethnographic, qualitative study examines how eighth grade students use the Google
cloud platform to write historical research papers. The intention is to gather details about the
helpfulness or hurtfulness of the Google cloud platform compared to more traditional, non-
Internet based research styles. Social media is a large part of students’ lives today; therefore, this
sort of lifestyle may impact how students perform in the classroom. New technology,
specifically internet-based technology, is the “norm” for millennial students. Old approaches to
research may not be as affective for students who are unaccustomed to leaving out the Internet
(in particular, Google). Field notes, observations, achievement tests, semantic scales, and rating
scales will be used throughout research to measure this impact. This data will be qualitative;
additionally, final student research papers will be used to determine common similarities
between participants. At the conclusion of this research study, the analysis of data will
determine if the Google cloud platform enhances or injures the quality of eighth grade historical
research papers.
Keywords: Google cloud platform, social media, millennial

Introduction
Learning how to write a historical research paper is an integral part of middle level social
studies. However, students often “have difficulties locating valid and reliable source information
and integrating this information responsibly and rhetorically into a coherent research paper”
(Silva, 2011, p.7). In the past, students were taught traditional research methods; specifically,
they were taught how to research without using the Internet. Today, the Internet is a primary
tool. Google in particular “has become the most powerful search engine in our lifetime”
(Adams, 2008, p.23). Students are choosing, sometimes without teacher instruction, to
manipulate the Google platform when given a historical research assignment. Students often
look to Google first; in fact, Google Apps “has emerged as the front runner, because of its unique
ability for multiple users to simultaneously collaborate on a single document in real time”
(Agcaoili, 2012, p.4).
Topic Statement and Purpose
Digital immigrant instructors clash with digital native students on a number of different
levels; in particular, digital native students often elect to use Internet searches to find answers to
problems. Additionally, digital immigrants may fail to recognize that the Internet is no longer a
static entity. Instead, it is alive – people all over the world are able to instantly interact with one
another. So, while a digital native may be “googling” a problem, the student may really be
asking other people for their input; essentially, he or she is building upon the ideas of others.
This sort of Internet is called Web 2.0. Digital native students often choose to use Web 2.0 tools
over anything else, but is it really for the best? Digital immigrants might argue that relying on
the Google platform to conduct historical research is blasphemous. It may be true – if digital
immigrants try to rely on Web 2.0, they might fail. But is that necessarily the truth for digital
natives? Thus, the purpose for this research is to determine the effectiveness of the Google
platform as an eighth grade historical research tool.
Relevance
With each passing year, technology advances a little bit more. Children are exposed at
young ages; so, for most students, technology is a comfort zone. Teachers are encouraged to use
technology daily in their lesson plans to better cultivate twenty-first century skills. Therefore,
use of the Internet is not frowned upon, but encouraged by most instructors. The interactive
Internet – Web 2.0 – opens up new doors to students, doors that were never available before.
Specific tools like the Google platform allow students to “participate alongside experts,
attempting to solve real world problems” (Agcaoili, 2012, p.6). However, learners who use
search engines like Google to conduct historical research may use sources that are not credible.
The instantaneity and convenience of the Internet may discourage students from reading full
articles and taking the time to find accurate information. With teacher guidance, however, it is
inherent that educators allow students to use the web in its entirety so that they may learn how to
manipulate Web 2.0 tools in a growing digital world.
Hypothesis
Without proper instruction, students may use the Google search engine incorrectly. They
may choose sources that are not credible to back up historical research. However, with teacher
support students can learn to manipulate their Google searches to become purely academic in
nature. Then, students can go on to take their credible sources and collaborate with others in a
cloud-based learning environment. This proposed research will explore the use of the Google
platform as eighth grade students generate historical research papers. Consequently, the
hypothesis for this proposed research is that the overall quality of completed research papers by
secondary students who use the Google Search Engine to conduct academic research will be
higher than students who do not use the Google Search Engine.
Research Questions
Upon deciding to explore the topic of the effectiveness of the Google platform as an
eighth grade historical research tool, the following questions were crafted in order to guide
research and inspire a concrete basis in order to accept or reject the proposed hypothesis.
 What is the impact of the Google Search Engine on the ways eighth students conduct
academic research?
 How does providing computers [access to the Google platform] to children who have not
previously had access to such technology affect their achievement? (Mills & Gay, 2016,
p.75)
o How is the use of the Google platform by eighth grade students related to
success?
o How does the Google Search Engine affect the way eighth grade students learn
new information?
o What factors contribute to student success while using the Google Search Engine
to conduct academic research?

Definition of Terms
o Digital Native: A person who has been introduced to technology from birth; he
or she grows up using technology and typically chooses to use the Internet as a
primary research tool.
o Digital Immigrant: A person who has not been introduced to technology until
later in life; he or she does not typically choose to use the Internet as a primary
research tool.
o Google Apps: A set of Internet applications provided by Google.
o Google Platform: Also called “Google Cloud Platform.” A cloud-based service
by Google including storage, app engine, and search engine.
o Google Search Engine: A web search engine developed by Google.
o Web 2.0: The use of the Internet as a dynamic, collaborative medium (as
opposed to static web pages).

A Review of Related Literature
Digital Natives, Immigrants, and Lifelong Learning
Ultimately, teachers want students to become lifelong learners. Teaching students to love
learning is not easy if students are not engaged; consequently, students will not be passionate
about conducting historical research if they are not engaged. “Today’s students are no longer the
people our educational system was designed to teach” (Prensky, 2001, p. 2) because they have
grown up in a new era – the digital age. In fact, as a result of how they grew up, brains of
millennials “have physically changed and are different” (Prensky, 2001, p.3) from older
generations of people. In many cases, it is not a surprise that older teachers are struggling to
connect to their younger students. For “digital native” students to become lifelong learners, their
“digital immigrant” teachers must be willing to change teaching practices to better engage their
students (Prensky, 2001, p.6)
Web 2.0 tools help digital immigrants change their teaching practices to fit the needs of
digital native students. The Google platform is one such Web 2.0 tool. According Morquin
(2016), “Teachers’ perceptions regarding the use of Google Classroom and Google Docs and
their impact on student engagement…”, the use of the Google platform as an instructional tool
helps to “… transform students’ perceptions around learning by allowing them to become active
learners” (p. 16). In other words, a student conducting historical research might be more
engaged in this type of setting. Morquin (2016), states that the Google platform has “a
significant impact on students’ engagement, assignment completion, and collaboration” making
it a viable tool for learning (p.16). Digital immigrant teachers using the Google platform during
daily instruction, allow students to “discuss, and collaborate inside as well as outside the
classroom, so students’ engagement does not end when students leave the classroom; it actually
begins during class and it extends beyond the classroom’s walls” (Morquin, 2016, p.16).
Therefore, daily use of the Google platform is one way teachers can change teaching practices to
better engage their digital native students.
For students to become engaged, lifelong learners, teachers must also be engaged,
lifelong learners. According to Tetreault (2014), “Google Docs users also tend to utilize more
types of technology professionally than teachers who do not utilize Google Docs professionally”.
According to Prensky (2001), digital immigrant teachers must change their teaching practices to
meet the needs of digital native students (Prensky, 2001, p.1); therefore, digital immigrant
teachers must be willing to try new types of technology. Teachers who only use traditional
methods of historical research deprive students from the opportunity to use new methods. Using
the Google (cloud) platform regularly can help teachers grow as digital learners. Tetreault
(2014) states “for every increase in number of types of technology used as part of professional
practice, the odds of a teacher using Google Docs is 1.67 times more than a teacher using one
fewer type of technology professionally” (p.12). For teachers to continue to grow professionally,
they cannot be afraid to use the Google platform.
Digital immigrant teachers are often tied down by old technology; for example, the dated
classroom technology is years behind the technology the digital native students are using at
home. Old technology disallows both teachers and students to continue learning. Silva (2011)
explains that teachers and students regularly face “inconsistency of software and
hardware…between school and home” and that “Google Apps has helped to solve these
problems for the school environment” (p.10). Silva (2011) explains that students can freely grow
through Google because they are able to upload, download, convert documents, and never carry
a flash drive when using the Google platform. Students have access to documents everywhere
and are never ‘tied down’ by dated technology. Additionally, through Google accounts students
can access their search history from any device, allowing them to easily retrace their steps.
Students using the Google platform collaboratively to produce a historical research papers have
running records of student progress.
Teachers need to continue learning to continue growing professionally. It is through
continued education that digital immigrant teachers will learn how to reach their digital native
students. Cahill (2011), investigated the Google platform as tool for teacher collaboration. In
her study, Cahill states that “collaborating, within the cloud utilizing various tools, is one way to
accomplish professional development without having to schedule a meeting time or a location”
(Cahill, 2011, p.2). Furthermore, “higher education would benefit to have research studies to
read regarding virtual collaboration, collaborative tools, and the advantages of students and
instructors learning how to collaborate virtually” (Cahill, 2011, p.3). Teachers who learn how to
collaborate virtually can better guide their students to do the same; Cahill (2011) argues that
student communication in a distance setting is a needed skill.
Using Google to Incorporate 21st Century Skills
To prepare students for the future, teachers are encouraged to incorporate the International
Society for Technology in Education (ISTE) student standards of “creativity and innovation”,
“communication and collaboration”, “research and information fluency”, and “critical thinking,
problem solving, and decision making” (“ISTE Standards for Students”, 2017, p.1) into their
lesson plans. The Google platform is one such tool that allows teachers to meet these ISTE
standards. Specifically, these additional standards can be met when students write a historical
research paper (the standards would not be met in more traditional methods of conducting
research).
For example, one study, Agcaoili (2012) analyzes the collaborative aspect of the Google
cloud platform. Agcaoili (2012) emphasizes that collaboration can extend beyond the school
campus and that “Google Apps has emerged as the front runner, because of its unique ability for
multiple users to simultaneously collaborate on a single document in real time” (p.16). Students
writing a historical research paper conjointly can be working on it together in school and also
together outside of school. Agcaoili (2012) warns readers that “education will face a difficult
challenge if collaboration is not valued in schools” (p.20) and describes the value of the Google
platform’s collaborative functions over traditional word processing. Agcaoili (2012) argues that
collaboration leads to innovation and innovation is needed to prepare student for an unknown
future. Agcaoili (2012) states, “In his State of the Union address, President Obama emphasized
innovation as the main driving force for producing the jobs of tomorrow” (Agcaoili, 2012, p.21).
Therefore, the ISTE standards of creativity and innovation, in conjunction with communication
and collaboration, must be met in the classroom and can be met using the Google platform.
Cahill (2011) focuses on using the Google platform as a means of meeting the ISTE
standard of “communication and collaboration.” Cahill (2012) states “communication is an
important and required skill that is frequently overlooked in the educational environment” and
that “students are not being prepared to communicate their thoughts with one another, which the
world requires” (p.10). The Google platform, a collaborative technology, allows students to
work together while in different settings as if the distance did not exist (Cahill, 2011, p.5).
Students who may be working on a historical research paper together can converse in real time
from separate locations instantly. Furthermore, Google Apps, such as Google Sites and Docs,
hold students mutually accountable; essentially, Cahill (2011) states, “collaborative technology is
helpful for students to work together and learn how to utilize it for future careers” (p.5). While
the jobs of tomorrow may not yet exist, Web 2.0 tools like the Google platform help to prepare
students for unforeseeable futures.
Inquiry-based learning, a twenty-first century approach to learning, fits into category four
ISTE standard, “critical thinking, problem solving, and decision making.” Lamb and Johnson
(2010) indicate that the Google platform can be used in different ways throughout the research
process and is not limited to just “googling.” A student producing a historical research paper
would not be using the Google platform to just “google” his or her desired answers. The ISTE
standard (category four) states “students use critical thinking skills to plan and conduct research,
manage projects, solve problems, and make informed decisions using appropriate digital tools
and resources” (“ISTE Standards for Students”, 2017, p.1). Lamb and Johnson (2010)
encourage educators to introduce each aspect of the Google platform to their students so that the
students can learn of its many possibilities (for example: News, Books, Scholar, Patent Search,
Maps, Earth, Reader, Calendar, Talk, Groups, Sites, Knol, Wave, and PicasaWeb are lesser
known Google Apps). “The focus is no longer on "googling", but on applying the wide range of
tools and applications to meaningful inquiries” (Lamb & Johnson, 2010, p.2).
Communication, another aspect of the ISTE standards, is a focus. In order to best prepare
students for future jobs, students must learn how to effectively communicate with one another.
Gmail, Google’s webmail system, is one way that students can virtually communicate. In fact,
“during cooperative learning projects throughout the year, the students use Gmail coupled with
Google Docs and Google Talk to collaborate on assignments” (Adams, 2008, p.1). Google
Groups is another avenue for virtual communication. Google Groups “not only allows students
to continue discussion outside of class, but also encourages collaboration and discussion with
students in different sections of the same course” (Adams, 2008, p.1), fostering continued
learning. The Google platform is constantly updated so that students are using and evolving with
the latest technology available. Students who are completing historical research need not worry
about not having the latest version of a specific program. Additionally, Google’s substantial of
free storage allows students to keep detailed records in the cloud to be referenced later (Adams,
2008, p.2).
Bell (2004) argues against the use of Google to conduct research. This author suggests
that many students do not use the Google platform correctly; instead, they only use its searching
capabilities to uncover poor research. Bell (2004) states that “Google has become the symbol of
competition to the academic library” (p.33) and suggests that students of today do not have the
patience to complete quality research. For example, he argues that “the library's complex
information environment caters poorly to those who want fast, easy access to unlimited, full-text
content using interfaces that require no critical thought or evaluation” (p.33). The Google
platform has grown to become so much more than a search engine; its cloud-based platform
enables students to use the web as a collaborative medium, instead of the static medium that it
once was. It is important to note that the Google platform is not a library building, and therefore
should not be compared to one; instead, “the Internet has become an important medium of
information and communication in our everyday life” (Chen, 2011, p.2).
Summary
The research cited in this literature review is varied. Both qualitative and quantitative
instruments were used to provide information about digital immigrants, digital natives, lifelong
learning, and the importance of using the Google platform to incorporate 21st century skills into
the classroom. Information found in the conclusion portions of the reviewed literature were used
to validate the differences between digital immigrants, natives, and the need to continue learning.
Also found in the conclusion portions of the reviewed literature was supportive information
about using 21st century skills in the classroom. For instance, Demian Morquin concluded in his
study that “the results obtained from this research provide school districts with information to
assist them in the decision to adopt Google Apps for Education (GAFE) and Google Classroom
as a cloud-based learning environment to reach ISTE Standards” (Morquin, 2016, p.15).
Numerous studies indicated that the Google platform and its many uses meets each of the ISTE
standards. The literature indicated that teachers, as well as students, need to familiarize
themselves with new technology to best prepare students for an unforeseeable future. A study
out of Monmouth University acknowledged that “it was found that personal factors have a larger
impact on Google Docs implementation than do environmental factors” and “a teacher’s amount
of experience is an important factor when considering whether an innovation will be adopted”
(Tetreault, 2014, p.4), suggesting that teachers need to be educated enough to teach their students
about the possibilities of the Google platform. This example, along with the majority of the cited
research, supports the notion that when given the opportunity, students can manipulate the
Google platform to produce quality historical research papers.
Methodology
Working Hypothesis
The purpose of this research study is to determine the ways in which eighth grade
students manipulate the Google cloud platform as they write historical research papers.
Specifically, this study seeks to analyze the direct impact that the Google Search Engine itself
has on eighth grade students as they perform this research. Additionally, it will strive to identify
the specific areas of the Google cloud platform that contribute to student success the most; it will
also attempt to measure student achievement for those students who have not previously had
access to this technology. Lastly, this research study hopes to ascertain the overall quality of
historical research papers produced by eighth grade students who use the Google platform to
collaborate, research, and write research papers.
The assertion of the researcher is that without proper instruction, students may use the
Google search engine incorrectly; in other words, eighth grade students may choose sources that
are not credible to back up historical research. The researcher further hypothesizes that with
teacher support students can learn to manipulate Google searches so that are purely academic in
nature. It is hypothesized that students can take credible sources and collaborate with others in a
cloud-based learning environment. Consequently, the hypothesis for this proposed research is
that the overall quality of completed research papers by eighth grade students who use the
Google cloud platform to conduct academic research will be higher than students who do not use
the Google cloud platform.
Research Participants
The research participants for this study are forty-five eighth grade U.S. history students
of varying academic levels. The forty-five students were selected from the Pennridge School
District’s middle schools: Pennridge Central Middle School, Pennridge South Middle School,
and Pennridge North Middle School. To be specific, five students were selected from lower-
level eighth grade U.S. history classes from each middle school, five students were selected from
average-paced eighth grade U.S. history classes from each middle school, and five students were
selected from honors-level eighth grade U.S. history classes from each participating middle
school. Because each middle school has three different academic levels, choosing five students
from each level will insure that an accurate academic picture of the school is presented. All
students were selected from the Pennridge School District to keep the curriculum, class period
length, and technology consistent.
Instruments
An achievement test will be used to access each student’s current ability to maneuver
through the Google cloud platform using a laptop computer and assigned Google account. Then,
a series of attitude scales will assess students’ beliefs, perceptions, and feelings toward the
Google cloud platform.
A semantic differential scale will be used to assess students’ attitudes toward the Google
cloud platform to perform academic research (in comparison to researching without the use of
the Google platform). The semantic differential scale will ask students to take a position on the
different aspects of the Google cloud platform and rate them as “necessary” or “unnecessary”.
The semantic differential scale will then ask students to take a position on different aspects of
more traditional methods of research and also rate them as “necessary” or “unnecessary”.
A rating scale will be used to measure students’ attitudes toward technology use in
general. Students will be given a numerical scale (similar to a Likert scale) asking them to circle
the number that best describes the degree to which they use specific technologies. Within this
rating scale will also be specific Google cloud platform questions; these questions will ask
students to describe the degree to which they use specific technologies under the Google
umbrella.
Design
This research project is designed to use ethnographic research techniques. This
qualitative research approach is designed to provide relevant information that can be applied
immediately to improve the overall quality of historical research papers among eighth grade
students.
Procedure
1. The researcher will contact the Pennridge School District to gain permission to perform
this research study. The researcher will make a brief presentation to Pennridge School
District personnel regarding the purpose of the research and how the research will
proceed.
2. The researcher will set up an appointment to meet with eighth grade U.S. history teachers
from each participating middle school. At this time, curriculum, time schedules, and
available technology will be discussed. This process should take approximately one
week.
3. The students selected as research participants will attend a meeting. They will be
informed that they have been chosen as participants for this study. To participate, they
must have a permission slip signed by a parent or guardian. That permission slip form
must be returned within five days. In this first meeting, students will be free to voice
comments, questions, or concerns. Additionally, they will be informed that in one
week’s time they will meet again. In the second meeting, they will be given an
achievement test, semantic differential scale, and rating scale to be completed within five
days. The two meetings, achievement test, and scales will take approximately two
weeks.
4. The information gathered through meetings, achievement tests, semantic differential
scales, and rating scales will be compiled by the researcher. The data will be analyzed
and organized before observing students in the field. This will take approximately one
week.
5. For the next five weeks, the researcher will observe selected students in the field as they
complete historical research papers using the Google cloud platform. The researcher will
take copious field notes, observing and recording everything.
6. At the conclusion of the five weeks, the researcher will carefully review completed
historical research papers from the selected forty-five students who used the Google
cloud platform throughout the five weeks’ time. The researcher will assess the
accurateness of each historical research paper and compare each student’s completed
historical research paper to observed field notes. The researcher will make comparisons
between how the Google cloud platform was manipulated by each student and the overall
quality of each student’s historical research paper. Then, the researcher will compare
those notes to each student’s previous achievement test and semantic differential/rating
scales results. This process will take approximately two-three months.
7. The researcher will write a report discussing the findings of the research.
8. The research report will be shared with Pennridge School District personnel, including
the eighth grade U.S. history teachers. Then, the research report will be shared at a
meeting with the student research participants.
Data Collection Method and Analysis
Data for this research will be collected through the use of an achievement test as well as a
semantic differential scale and rating scale. Additional data will be collected through detailed
field observation. An achievement test will be administered to students regarding their current
ability to maneuver through the Google cloud platform using a laptop computer and assigned
Google account. The test question responses will allow the researcher the opportunity to identify
Google cloud platform ease of use among all participants; the test will measure achievement only
regarding familiarity of the Google cloud platform (and computers in general).
The semantic differential scale will hone in on what students feel to be “priorities” in
regards to historical research papers. The scale results will allow the researcher to determine
which students value aspects of the Google cloud platform even before using it to conduct
historical research. Similarly, the rating scale will be used to measure students’ attitudes toward
technology use in general. The rating scale results will allow the researcher to analyze students’
attitudes towards technology (like the Google cloud platform) before they even use the Google
cloud platform to conduct historical research.
The field observation will be done passively. The copious field notes will allow the
researcher to see how students manipulate the Google cloud platform to perform academic
research and collaborate with fellow classmates. The researcher is not looking for anything in
particular, but rather bumps and paradoxes that might be out of routine (Mills & Gay, 2016, p.
384). The researcher analyzes field notes so that they may be compared to the achievement test,
semantic differential scale, rating scale, and accurateness of completed historical research papers.
Achievement Test
The achievement test is designed by the researcher as a standardized test. The test will
consist of multiple choice, matching, and true/false questions to be delivered on paper. This test
will be administered as part of a secondary meeting between the researcher and participating
students. Students will take this test in a quiet location during school hours. The achievement
test will be scored by hand. The researcher will look for patterns of incorrect of correct answers;
then, the patterns will be identified and explored.
Semantic Differential Scale
The semantic differential scale will be used to assess student preferences and attitudes
towards performing academic research. It will be administered through Survey Monkey and will
be sent to students during school hours in a quiet testing location. The semantic differential scale
will be analyzed using tools available through the Survey Monkey website. The researcher will
identify and draw conclusions based on the attitudes expressed.
Rating Scale
A rating scale will be administered to students; this scale will allow the researcher to
assess students’ general familiarity/ease with technology (and the Google cloud platform in
particular). The rating scales will also be administered in a quiet testing location using the
digital source, Survey Monkey. The researcher will analyze the results generated in Survey
Monkey and draw conclusions based on the results.
Time Schedule
The researcher’s goal is to complete this research study in six and a half months.
Last week of August, 2017

The researcher will contact the Pennridge School District to gain permission to perform
this research study. The researcher will make a brief presentation to Pennridge School District
personnel regarding the purpose of the research and how the research will proceed.
September, 2017
The researcher will set up an appointment to meet with eighth grade U.S. history teachers
from each participating middle school. At this time, curriculum, time schedules, and available
technology will be discussed. The students selected as research participants will attend a
meeting. They will be informed that they have been chosen as participants for this study. To
participate, they must have a permission slip signed by a parent or guardian. That permission
slip form must be returned within five days. In this first meeting, students will be free to voice
comments, questions, or concerns. Additionally, they will be informed that in one week’s time
they will meet again. In the second meeting, they will be given an achievement test, semantic
differential scale, and rating scale to be completed within five days.
October - November, 2017
The research will analyze the data before observing students in the field. The researcher
will observe selected students in the field as they complete historical research papers using the
Google cloud platform. The researcher will take copious field notes, observing and recording
everything.
December, 2017 – February, 2018

The researcher will carefully review completed historical research papers from the
selected forty-five students who used the Google cloud platform. The researcher will assess the
accurateness of each historical research paper and compare each student’s completed historical
research paper to observed field notes. The researcher will make comparisons between how the
Google cloud platform was manipulated by each student and the overall quality of each student’s
historical research paper. Then, the researcher will compare those notes to each student’s
previous achievement test and semantic differential/rating scales results. The researcher will
write a report discussing the findings of the research.
First week of March, 2018
The research report will be shared with Pennridge School District personnel, including
the eighth grade U.S. history teachers. Then, the research report will be shared at a meeting with
the student research participants.
Budget
The researcher expects a small budget will be needed for this study. The researcher will
need fuel costs covered for daily round trips to Silverdale, Pennsylvania and Perkasie,
Pennsylvania over a period of five weeks (approximately $100.00). The researcher will also
need to purchase paper and ink to print and copy achievement tests (approximately $40.00).
Additionally, Microsoft Office and a computer are needed to type findings of research, create an
introduction presentation, and to create the semantic differential and rating scales through Survey
Monkey (approximately $300.00). Finally, as the researcher takes copious notes in the field, he
or she will need lined paper, highlighters, pens/pencils, a clipboard, folders, and sticky notes
(approximately $30.00). An estimated total budget needed for this research study is $470.00.
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GOOGLE’S IMPACT ON EIGTH GRADE HISTORICAL RESEARCH PAPERS 1

Google’s Impact on Eighth Grade Historical Research Papers

Kutztown University of Pennsylvania

Tables and Figures .......................................................................................................................... 4

Topic Statement and Purpose ............................................................................................... 5

Research Questions .............................................................................................................. 7

Definition of Terms .............................................................................................................. 8

A Review of Related Literature ...................................................................................................... 9

Digital Natives, Immigrants, and Lifelong Learning ........................................................... 9

Using Google to Incorporate 21st Century Skills ................................................................. 9

Working Hypothesis ........................................................................................................... 15

Research Participants ......................................................................................................... 16

Data Collection Method and Analysis .......................................................................................... 19

Achievement Test ............................................................................................................... 20

Semantic Differential Scale ................................................................................................ 21

Time Schedule .............................................................................................................................. 21

Tables and Figures

screenshots of the Google cloud platform as participants conduct their research.

Keywords: Google cloud platform, social media, millennial

(Agcaoili, 2012, p.4).

Topic Statement and Purpose

platform as an eighth grade historical research tool.

manipulate Web 2.0 tools in a growing digital world.

to conduct academic research?

primary research tool.

o Google Apps: A set of Internet applications provided by Google.

o Google Platform: Also called “Google Cloud Platform.” A cloud-based service

by Google including storage, app engine, and search engine.

o Google Search Engine: A web search engine developed by Google.

opposed to static web pages).

A Review of Related Literature

Digital Natives, Immigrants, and Lifelong Learning

students (Prensky, 2001, p.6)

significant impact on students’ engagement, assignment completion, and collaboration” making

better engage their digital native students.

they cannot be afraid to use the Google platform.

running records of student progress.

Teachers need to continue learning to continue growing professionally. It is through

accomplish professional development without having to schedule a meeting time or a location”

student communication in a distance setting is a needed skill.

Using Google to Incorporate 21st Century Skills

standard of “communication and collaboration.” Cahill (2012) states “communication is an

students for unforeseeable futures.

information and communication in our everyday life” (Chen, 2011, p.2).

as a cloud-based learning environment to reach ISTE Standards” (Morquin, 2016, p.15).

of experience is an important factor when considering whether an innovation will be adopted”

Google platform to produce quality historical research papers.

collaborate, research, and write research papers.

the Google cloud platform.

length, and technology consistent.

Google cloud platform.

This research project is designed to use ethnographic research techniques. This

comments, questions, or concerns. Additionally, they will be informed that in one

4. The information gathered through meetings, achievement tests, semantic differential

take copious field notes, observing and recording everything.

scales results. This process will take approximately two-three months.

meeting with the student research participants.

Data Collection Method and Analysis

regarding familiarity of the Google cloud platform (and computers in general).

cloud platform to conduct historical research.

then, the patterns will be identified and explored.

Semantic Differential Scale

identify and draw conclusions based on the attitudes expressed.