Giving, Prompting, Making: Aligning Technology and Pedagogy within TPACK for Social Studies Instruction

Autor/inn/en	Hammond, Thomas C.; Manfra, Meghan McGlinn
Titel	Giving, Prompting, Making: Aligning Technology and Pedagogy within TPACK for Social Studies Instruction
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 9 (2009) 2, S.160-185 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Prompting; Pedagogical Content Knowledge; Social Studies; Alignment (Education); Technology Integration; Teaching Models; Educational Practices; Student Projects; Tutoring; Educational Strategies; Instructional Design; Classroom Techniques; Teacher Education Programs; Technology Uses in Education + Suchen Sie Ihr Suchwort? Benutzerführung; Pädagogische Kompetenz; Gemeinschaftskunde; Lehrmodell; Bildungspraxis; Schulprojekt; Förderkonzept; Nachhilfeunterricht; Lehrstrategie; Lesson concept; Lessonplan; Unterrichtsentwurf; Klassenführung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	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.) (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10