Hammond and Manfra highlight a specific problem in the discipline of Social Studies: the idea that “technology is a sleeping giant in the social studies curriculum,” (Martorella, 1997). With Social Studies being a core content that has been slow to adapt to the influx of technology, Social Studies teachers face challenges in adopting technology to meet their classroom and content. Hammond and Manfra built upon the Mishra and Khoeler’s (2006) TPACK framework by offering a three-part model for technology integration into Social Studies instruction: giving, prompting, and making. Giving, referring to the direct instruction of Social Studies classrooms, can be aided through the use of digital presentations, videos, and lectures. Prompting, the principle idea of content being transmitted between students and the teacher, can be infused with technology by the use of digital inquiry through primary sources, images, audio recordings, WebQuests, and databases. Finally, Making is the process of the students producing a product to display their understanding of content, an argument, or presenting findings of research. Hammond and Manfra’s model aligns with TPACK’s knowledge building and knowledge expression. This proposed framework provides guidelines for Educators, both new and veteran to identify the pedagogical benefits to including technology in their Social Studies curriculum. 

The methods of this article rely on a review of previous literature and building on the findings of Mishra and Kheoler’s (2006) TPACK framework and previous literature in regards to Social Studies instruction. The authors provide clear representations of the giving, prompting, making model, which complimented well with the visual representation of TPACK. Further, providing clear explanations and examples of each component allows for the reader to make connections and think about their own classroom’s use of technology. These connections made by the reader also allows for them to begin brainstorming and thinking of new ideas of how to appropriately integrate technology. The model also lends the idea of how all three components need to work in tandem to service the pedagogy of a Social Studies classroom. 

This article really spoke to me as a current 8th grade Social Studies teacher. My school is not currently 1:1 in technology, and also has been resistant to the infusion or use of technology in the curriculum. In conjunction with TPACK, these guidelines provide a discourse of what Social Studies teachers can consider when they choose to integrate technology. This speaks to me as one of my interests entering this doctoral program for research is in the form of teacher preparation, professional development, and integration of technology in their classrooms. I feel this framework provided speaks to the concerns and considerations of many teachers and as acknowledged in the Limitations section of this article, the measure of this framework’s success through data could provide insight as to how teachers consider this model. It’s an idea I would like to look forward to specifically in this discipline, one that is an experience I am currently enduring on a daily basis. As I continue to ponder the avenues I would like to pursue in my research, this speaks to me personally and would be an avenue I would highly consider.

Sources
Hammond, T. C., & Manfra, M. M. (2009). Giving, prompting, making: Aligning technology and pedagogy within TPACK for social studies instruction. Contemporary Issues in Technology and Teacher Education, 9(2), 160-185.

Link to article: https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=55cb95a95abaf1d6e6388a97b418b130aa4c299f