This study employs Lakoff and Johnson’s (1980, 1999) conception of metaphor as rooted in embodied experiences to investigate educational technology discourse in the social studies. The last 3 years of scholarship in the social studies section of the journal Contemporary Issues in Technology and Teacher Education is examined for the presence of metaphors used by authors to justify or support their arguments. Five prominent categories of metaphor were identified within the discourse: Manual labor metaphors, construction/building metaphors, mechanistic metaphors, technology as biological life/agent metaphors, and journey metaphors. While it is necessary to use metaphors to understand new phenomena such as digital technologies, results suggest that some of the specific metaphors that were commonly employed may impede a more thoughtful approach to conceptualizing and implementing new technologies. Results also indicate that a deep metaphor of technology as the agent or driver of social progress may underpin a substantial portion of recent scholarship.
Teacher activism is increasingly occurring in online spaces, but the implications for educators are unclear. The authors use the recent Oklahoma Teachers Walkout and the active #OklaEd network to offer an illustrative example of the power and fragility of socially networked teacher movements. They offer eight lessons educators may take from the #OklaEd network and the walkout.
This qualitative case study addresses the need for pedagogical approaches to working with open educational resources (OER). Drawing on a mix of historical thinking heuristics and case analysis approaches, a blended pedagogical strategy and primary source database were designed to build student understanding of historical records with transfer of knowledge to related, contemporary problems. Thirty-seven graduate students tested the five-step strategy as they worked with historical OER on the topic of public health among slaves on 19th-century American plantations. Findings demonstrate the pedagogical strategy supported pattern identification and model building among all students and, for most students, the ability to transfer and use their understanding to inform new problems. Students expanded their understanding of 19th-century plantation life and factors impacting public health. Recommended adjustments to the strategy include added support for content curation, collaborative argument building, and discussion.
Using the of Humans of New York photoblog concept, the exemplar lesson plan described in this article incorporated technology and the replacement, amplification, and transformation framework to modify a traditional social studies lesson on the American Civil War into an engaging and inquiry-based lesson. Students researched individuals who lived during the American Civil War and created their own digital storyboard of Humans of the Civil War. This lesson idea uses available technology to engage students in more meaningful instruction that goes beyond lectures. Doing so allows teachers to transform their lessons using technology in authentic ways that help students become more active agents in their learning. This lesson requires students to make strategic decisions about what is important to know about historical figures and how best to tell their story while also learning about the war.