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ABSTRACT
The purpose of this research project was to highlight the practices and philosophies of two effective—but different—social studies teachers who balance the demands of teaching in the modern era while honoring their own philosophies for teaching social studies. This project was ground in the theoretical framework provided by TPACK and used a case study methodology for its research design. While the pedagogical content knowledge of the participants was strong and technology was used abundantly for instructional purposes, this research raised questions regarding how teachers can most effectively use technology to enhance instruction by helping students conceptualize content knowledge and apply their learning in new ways.
KEYWORDS:
Notes
1. National Council for the Social Studies, The College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K–12 Civics, Economics, Geography, and History (Silver Spring, MD: NCSS, 2013).
2. Lee Shulman, “Those Who Understand: Knowledge Growth in Teaching,” Educational Researcher 15, no. 2 (1986); Lee Shulman, “Knowledge and Teaching: Foundations of the New Reform,” Harvard Educational Review 57 (1987).
3. K. Cochran, J. Deruiter, and R King, “Pedagogical Content Knowledge: An Integrative Model for Teacher Preparation,” Journal of Teacher Education 44 (1993); Jan H. Van Driel, Nico Verloop, and Wobbe de Vos, “Developing Science Teachers' Pedagogical Content Knowledge,” Journal of Research in Science Teaching 35, no. 6 (1998); Shirley Magnusson, Joseph Krajcik, and Hilda Borko, “Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching,” in Examining Pedagogical Content Knowledge, ed. Julie Gess-Newsomen and Norman G. Ledermen (Netherlands: Springer, 1999).
4. Thomas Kuhn, The Structure of Scientific Revolutions (Chicago, IL: University of Chicago Press, 2012).
5. Matthew Koehler and Punya Mishra, “What Is Technological Pedagogical Content Knowledge (TPACK)?” Contemporary Issues in Technology and Teacher Education 9, no. 1 (2009).
6. Ibid., 63.
7. Kati Haycock, “Good Teaching Matters: How Well-Qualified Teachers Can Close the Gap,” Thinking K–16 3, no. 2 (1998); Sam Hausfather, “Where's the Content? The Role of Content in Constructivist Teacher Education,” Educational Horizons 80 (2001); Dennis Sparks, “The Looming Danger of a Two-Tiered Professional Development System,” Phi Delta Kappan 86, no. 4 (2004).
8. Punya Mishra and Matthew Koehler, “Technological Pedagogical Content Knowledge: A Framework for Integrating Technology in Teacher Knowledge,” Teachers College Record 108, no. 6 (2006): 1026–27.
9. Todd Cherner and Doug Smith, “Reconceptualizing TPACK to Meet the Needs of 21st Century Education,” The New Educator, 2015, in press.
10. N. A. Nik Azlina, “CETLs: Supporting Collaborative Activities Among Students and Teachers Through the Use of Think-Pair-Share Techniques,” International Journal of Computer Science Issues 7, no. 5 (2010); Jay McTighe and Frank Lyman, “Cueing Thinking in the Classroom: The Promise of Theory-Embedded Tools,” Educational Leadership 45, no. 7 (1988).
11. Mishra and Koehler, “Technological Pedagogical Content Knowledge.”
12. Koehler and Mishra, “What Is Technological Pedagogical Content Knowledge (TPACK)?” 64.
13. Robert Yin, Case Study Research: Design and Methods, 3rd ed. (Thousand Oaks, CA: Sage Publications, 2003).
14. Phillip Carspecken, Critical Ethnography in Educational Research: A Theoretical and Practical Guide (New York: Routledge, 1996).
15. Barney Glaser and Anselm Strauss. Discovery of Grounded Theory: Strategies for Qualitative Research (Chicago, IL: Aldine Publishing Company, 1967).
16. James Stronge, Qualities of Effective Teachers, 2nd ed. (Alexandria, VA: Association for Supervision and Curriculum Development, 2007).
17. “Project Citizen Overview,” Center for Civic Education, last modified 2014, http://www.civiced.org/pc-program.
18. Norman Webb, “Depth of Knowledge Levels for Four Content Areas,” Orleans Southwest Curriculum Framework, last edited 2012, http://ossucurr.pbworks.com/w/file/fetch/49691156/Norm%20web%20dok%20by%20subject%20area.pdf.
19. Thomas Brush and John W. Saye. “Strategies for Preparing Preservice Social Studies Teachers to Integrate Technology Effectively: Models and Practices,” Contemporary Issues in Technology and Teacher Education 9, no. 1 (2009): 47.
20. For example, see Kristal Curry, “Youtube's Potential as a Model for Democracy: Exploring Citizentube for ″Thick″ Democratic Content,” The Journal of Curriculum Theorizing 28, no. 1, (2012): 141–57.
21. Webb, “Depth of Knowledge Levels for Four Content Areas.”
22. Shulman, “Those Who Understand: Knowledge Growth in Teaching;” Shulman, “Knowledge and Teaching: Foundations of the New Reform.”
23. Parker J. Palmer, “The Heart of a Teacher Identity and Integrity in Teaching,” Change: The Magazine of Higher Learning 29, no. 6 (1997).
24. Mishra and Koehler, “Technological Pedagogical Content Knowledge: A Framework for Integrating Technology in Teacher Knowledge,” 1027–28.
25. Cherner and Smith, “Reconceptualizing TPACK to Meet the Needs of 21st Century Education.”
26. Kuhn, The Structure of Scientific Revolutions.