In Search of Technological Pedagogical Content Knowledge: Teachers' Initial Foray into Podcasting in Economics
ARTICLE
Kathy Swan, Mark Hofer
Journal of Research on Technology in Education Volume 44, Number 1, ISSN 1539-1523
Abstract
In this paper, we report on work with eight practicing ninth grade social studies teachers to determine how they chose to integrate podcasting to help their students build on their economic literacy, which includes building both economic concepts and skills. The study is rooted in an interpretivist research paradigm, using the Council for Economic Education's National Voluntary Content Standards in Economics (1997) and Mishra and Koehler's (2006) theory of Technological Pedagogical Content Knowledge (TPACK) to frame data generation, analysis, and the reporting of results. We found that teachers demonstrated strong technological pedagogical knowledge (TPK) but a lack of technological content knowledge (TCK) in the design and implementation of the podcasting projects. We argue that the lack of teachers' content-based rationale for podcasting is a function of the universal nature of some digital tools, such as podcasting, in contrast to more specialized tools, such as computer simulations. (Contains 1 table.)
Citation
Swan, K. & Hofer, M. (2011). In Search of Technological Pedagogical Content Knowledge: Teachers' Initial Foray into Podcasting in Economics. Journal of Research on Technology in Education, 44(1), 75-98. Retrieved March 28, 2024 from https://www.learntechlib.org/p/54445/.
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Keywords
- Economics
- Economics Education
- Grade 9
- Instructional Development
- Interviews
- Knowledge Base for Teaching
- lesson plans
- Middle School Education
- Multimedia Instruction
- Multimedia Materials
- Observation
- Pedagogical Content Knowledge
- Pretests Posttests
- Teacher Effectiveness
- Teacher Surveys
- Technological Literacy
- Technology Education
- technology integration
- Technology Uses in Education
- Video Technology
Cited By
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Wayne Journell, University of North Carolina at Greensboro, United States; Melissa Beeson, Salem College, United States; Cheryl Ayers, University of North Carolina at Greensboro, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 2931–2939
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Where Technologies Collide: A Technology Integration Model
Christa Wilkin, Cristina Rubino, Deone Zell & Lois Shelton, California State University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (Oct 09, 2012) pp. 1701–1711
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