Giving, prompting, making: Framing a conceptual home for TPACK in social studies instruction

Technological pedagogical content knowledge (now known as technology, pedagogy, and content knowledge, or TPACK) has become a widely referenced conceptual framework within teacher education. It provides a common language to discuss the integration of technology into instruction (Koehler & Mishra, 2008) and builds upon the concepts of pedagogical content knowledge (Shulman, 1987) and teacher as curricular “gatekeeper” (Thornton, 2001a, 2001b). This paper describes a three-part pedagogical model—giving-prompting-making—to explicate the relationship between pedagogy and technology within the social studies classroom. This model is intended to enhance the TPACK framework by providing a clear and intuitive comparison between social studies teachers’ pedagogical aims and their choices with technology. The giving-prompting-making model can be used to guide social studies teacher education students to make the most appropriate use of technology