Search results for: McGlinn Manfra Meghan
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Giving, Prompting, Making: Aligning Technology and Pedagogy Within TPACK for Social Studies Instruction
This article describes a three-part pedagogical model—giving-prompting-making—to explicate the relationship between pedagogy and technology within the social studies classroom. This model is intended to enhance the TPACK framework by providing a clear and intuitive comparison between social studies teachers’ pedagogical aims and their choices with technology.
Updated: Feb. 21, 2010
This article describes qualitative case studies of two teachers who integrated student-created digital documentaries into their social studies classrooms. To examine the interplay of pedagogy, content, and technology, the authors focused on the teachers' pedagogical aims and sought evidence of the extent to which those aims were influenced by the integration of technology. Thornton's (2001a) concept of the teacher as curricular gatekeeper and Mishra and Koehler's (2006) Technological Pedagogical Content Knowledge framed the study.
Updated: Dec. 31, 2008