When using technology isn’t enough: A comparison of high school civics teachers’ TPCK in one-to-one laptop environments

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Wayne Journell, Assistant Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: In this multiple case study, the authors compare the instruction of two high school civics teachers during the 2012 Presidential Election. Both were highly-qualified practitioners who worked in schools with one-to-one laptop initiatives, creating an environment in which access to digital technology ceased to be an issue. Although both teachers regularly used technology in their classrooms, the authors describe stark differences in the complexity and authenticity of their instruction, which the authors attribute to the teachers? technological pedagogical content knowledge (TPCK). The authors conclude by discussing implications for better understanding TPCK within civics instruction, specifically in classrooms with one-to-one laptop access.

Additional Information

Journal of Social Studies Research, 38(3), 117-128.
Language: English
Date: 2014
Technological pedagogical content knowledge, One-to-one initiatives, Laptops, Civics, Presidential elections

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