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Teachers -- United States, Teachers -- Training of -- United States, Social sciences -- Study and teaching (Secondary)


The purpose of this research project was to highlight the practices and philosophies of two effective—but different—social studies teachers who balance the demands of teaching in the modern era while honoring their own philosophies for teaching social studies. This project was ground in the theoretical framework provided by TPACK and used a case study methodology for its research design. While the pedagogical content knowledge of the participants was strong and technology was used abundantly for instructional purposes, this research raised questions regarding how teachers can most effectively use technology to enhance instruction by helping students conceptualize content knowledge and apply their learning in new ways.


This is the author’s version of a work that was accepted for publication in The Social Studies. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in The Social Studies, 107:4, 123-136, DOI: 10.1080/00377996.2016.1146650. Article can be found online at:



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