TPACK Vernaculars in Social Studies Research

View Sample PDF

Author(s): John K. Lee (North Carolina State University, USA)and Meghan M. Manfra (North Carolina State University, USA)
Copyright: 2012
Pages: 18
Source title: Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches
Source Author(s)/Editor(s): Robert N. Ronau (University of Louisville, USA), Christopher R. Rakes (University of Louisville, USA)and Margaret L. Niess (Oregon State University, USA)
DOI: 10.4018/978-1-60960-750-0.ch007

Keywords: Education / Educational Technologies / Information Science Reference / Web-Based Teaching & Learning

Purchase

View on the publisher's website for pricing and purchasing information.

Abstract

To address the myriad effects that emerge from using technology in social studies, we introduce in this chapter the concept of vernaculars to represent local conditions and tendencies, which arise from using technology in social studies. The chapter includes three examples of TPACK vernaculars in social studies. The first explores a theoretical TPACK vernacular where Web 2.0 technologies support social studies and democratic life. The second example is focused on a three-part heuristic for seeking information about digital historical resources from the Library of Congress. Example three presents personalized vernacular TPACK developed by teachers planning to use an online gaming website called Whyville. Research and theorizing on vernacular forms of TPACK in social studies can aid teachers as they reflect on their own experiences teaching with technology.

The IRMA Community

Research IRM

TPACK Vernaculars in Social Studies Research

Purchase

Abstract

Related Content

IRMA Sponsors