Technology Integration, Beliefs, and Pedagogical Practices in Middle School Social Studies: A Phenomenological Case Study

• In Event: 58.084 - Poster Session 13
  In Poster Session: 58.084-2 - Teaching in the Social Studies

Abstract

Student-centered, inquiry-based instruction helps foster learner agency, but it occurs infrequently in social studies classrooms. One-to-one (1:1) technology has been suggested as a tool to facilitate shifts in social studies pedagogy. Despite this potential, little research exists which examines one-to-one technology in social studies. The purpose of this study was to explore the experiences of social studies teachers who integrated one-to-one technology over a two-year period in a racially diverse, high-poverty middle school. Using phenomenological methodology, data were collected through interviews, observations, and artifacts. The theory of Technological, Pedagogical, and Content Knowledge (TPACK) (Koehler & Mishra, 2005) framed discussion of findings. Findings reveal teacher empowerment, technological knowledge, and pedagogical shifts led to greater student autonomy in learning.

Author

• Marie Heath, Towson University