Abstract
We explored several facets of middle school students' historical thinking before and after they completed a six-week unit on American history from the early to mid 1800s. A central focus of this investigation was the degree to which a technology-supported project-based learning experience promoted growth in academically diverse students' historical thinking. Responses from 20 purposefully selected students' interviews, content learning assessments, multimedia projects, and written journal entries indicated tangible benefits of the instructional approach. In addition, our results revealed many similarities in outcome among students with and without disabilities, suggesting that our approach leveled the playing field for many students who typically struggle with learning in secondary classrooms. Technology-enhanced project-based learning (PBL) challenges both teachers and students, yet appears to hold promise as a means for teaching academically diverse groups of students to think historically in inclusive settings.
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