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Needing TPACK without Knowing It: Integrating Educational Technology in Social Studies

Erik Jon Byker (University of North Carolina at Charlotte)

Social Studies Research and Practice

ISSN: 1933-5415

Article publication date: 1 November 2014

Issue publication date: 1 November 2014

901

Abstract

Preparing future elementary teachers to connect social studies content and skills with technology necessitates the integration of technology into teacher preparation methods courses. Such integration hinges on the identification of pre-service teachers’ level of Technological, Pedagogical, and Content Knowledge (TPACK). These three knowledge areas help shape smart uses for educational technology beyond entertainment that utilize technology in educationally profitable ways. The TPACK model is useful for identifying the knowledge required by pre-service teachers for the purpose of wedding instructional technology to social studies content and instruction. The purpose of this mixed-methods study was to describe and to analyze the integration of an instructional technology lesson in an elementary social studies methods course in a large Midwestern university. The study, specifically, describes and reports on 25 pre-service teachers’ perceptions of the utilization of a social studies software technology called Timeliner. The study reports on the level of TPACK awareness of the study’s pre-service teachers and offers implications related to instructional technology integration in elementary social studies methods courses.

Keywords

Citation

Byker, E.J. (2014), "Needing TPACK without Knowing It: Integrating Educational Technology in Social Studies", Social Studies Research and Practice, Vol. 9 No. 3, pp. 106-117. https://doi.org/10.1108/SSRP-03-2014-B0008

Publisher

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Emerald Publishing Limited

Copyright © 2014, Emerald Publishing Limited

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