Source: Journal of Digital Learning in Teacher Education, Volume 32, Issue 2, 2016, p. 52-62
This participatory action research demonstrates how teachers' technological pedagogical knowledge might combine with a participatory stance to encourage students to design and carry out content-focused projects.
The study provides two case studies to demonstrate how teachers in Grades 4 and 6 integrated digital tools into everyday, content-focused classroom instruction.
Findings indicate that teachers struggle with how to assess new literacies, especially participatory digital literacies that engage learners in collaborative and innovative ways. It concludes that technology integration in content-area instruction would benefit from a participatory stance.