Thesis Proposal
In response to the growing needs of adolescent female students I pose this researchable question and sub problems:
How can the design of an interactive video system enable
“learning-resistant,” female students to collaborate with their
peers through active learning and participation?
“learning-resistant,” female students to collaborate with their
peers through active learning and participation?
a. How can the processes storyboarding, editing and sequencing
encourage student collaboration in defining narratives?
b. How can interactive video tools assist students in collaborating to
compose rhetorical arguments and expository writing assignments?
c. How can interactive video tools encourage middle school students to reflect on assigned language arts readings through the creation of visual narratives?
encourage student collaboration in defining narratives?
b. How can interactive video tools assist students in collaborating to
compose rhetorical arguments and expository writing assignments?
c. How can interactive video tools encourage middle school students to reflect on assigned language arts readings through the creation of visual narratives?
Based on my research, I have developed an interactive video system that is an educational participatory community for middle school students. The focus of this study is restricted to middle school students, expressly adolescent girls within the 7th and 8th grade. These students are between twelve and fourteen years of age, and attend suburban schools located within the United States, that are capable of supporting technology in the classroom at this time or in the near future.