Sarah’s Story: One Teacher’s Enactment of TPACK+ in a History Classroom

ABSTRACT

This article presents a descriptive case study that describes a secondary history teacher’s expression of sociocultural-oriented technological pedagogical content knowledge (TPACK) in the classroom, the execution of which we describe as TPACK+. TPACK+ describes sociocultural-oriented teacher knowledge requisite for the dynamic execution of TPACK such that socially situated learning experiences occur in communities of learners within and beyond the classroom. Data were collected from classroom observations and semi-structured interviews. A priori codes were applied to data, which were analyzed using the constant-comparative method. This case presents a narrative of an honors U.S. History II lesson and explication of the teacher’s demonstration of TPACK+ in the context of Common Core State Standards–driven history content instruction.

KEYWORDS:

• Common core state standards
• literacy
• secondary social studies
• sociocultural
• TPACK
• TPACK+