Enhancing Preservice Teachers’ Technological Pedagogical Content Knowledge in Social Studies Using Web 2.0 Technologies

• In Event: Roundtable Session 16
  In Roundtable Session: Digital Technology in Social Studies

Abstract

How does the intentional integration of Web 2.0 technologies in a social studies methods course impact pre-service teachers’ (PST) perceptions of their Technological Pedagogical Content Knowledge (TPCK)? This study explored how PSTs perceived their development of TPCK before, during, and following a social studies methods course in which PSTs vetted Web 2.0 tools for elementary grades social studies teaching and learning.

Authors

• Lisa Brown Buchanan, University of North Carolina - Wilmington

• Elizabeth Outlaw Crawford, University of North Carolina - Wilmington