NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ904588
Record Type: Journal
Publication Date: 2009
Pages: 26
Abstractor: As Provided
Reference Count: 142
ISBN: N/A
ISSN: ISSN-1528-5804
Giving, Prompting, Making: Aligning Technology and Pedagogy within TPACK for Social Studies Instruction
Hammond, Thomas C.; Manfra, Meghan McGlinn
Contemporary Issues in Technology and Teacher Education (CITE Journal), v9 n2 p160-185 2009
Technological pedagogical content knowledge (now known as technology, pedagogy, and content knowledge, or TPACK) has become a widely referenced conceptual framework within teacher education. It provides a common language to discuss the integration of technology into instruction (Koehler & Mishra, 2008) and builds upon the concepts of pedagogical content knowledge (Shulman, 1987) and teacher as curricular "gatekeeper" (Thornton, 2001a, 2001b). This paper 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. The giving-prompting-making model can be used to guide social studies teacher education students to make the most appropriate use of technology. (Contains 3 tables and 4 figures.)
Society for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: business@aace.org; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A