Teachers' Instructional Choices with Student-Created Digital Documentaries: Case Studies
Meghan McGlinn Manfra
North Carolina State University
Thomas C. Hammond
Lehigh University
Abstract
This article describes qualitative case studies of two teachers who integrated student-created
digital documentaries into their social studies classrooms. Thornton’s (2001a) concept of the
teacher as curricular gatekeeper and Mishra and Koehler’s (2006) Technological Pedagogical
Content Knowledge framed the study. The teachers worked within the constraints of a very
detailed mandatory curriculum, taught very similar content, and used the same online digital
documentary tool. Despite these similarities, they planned and executed their projects in divergent
ways. We found that the teachers' pedagogical aims, rather than the technology or content,
dominated both their planned and enacted curriculum.
 Download the full article (PDF)
Contributors
Meghan McGlinn Manfra is an assistant professor and coordinator of the secondary
social studies program at North Carolina State University. Her research
focuses on the integration of digital history resources in the social studies classroom.
Thomas C. Hammond is an assistant professor in the Teaching, Learning, and
Technology program at Lehigh University. He is a developer of PrimaryAccess.
Contact
Meghan McGlinn Manfra,
Assistant Professor, Secondary Social Studies Education,
College of Education North Carolina State University,
402T Poe Hall, Campus Box 7801,
Raleigh, NC 27695
Phone: 919.513.2590
E-mail: Meghan_Manfra@ncsu.edu
Thomas C. Hammond, Assistant Professor,
Lehigh University,
111 Research Drive,
Bethlehem, PA 18015
Phone: 610.758.3259
Fax: 610.758.3243
E-mail: hammond@lehigh.edu
Copyright 2008, (International Society for Technology in Education). All rights reserved.
|
