The Voice of Reason: Social Studies Pre-service Teachers Debrief Their Initial Experiences with Technology Integration

In this article, we feature five students’ initial efforts at developing technological pedagogical content knowledge (TPCK). Five new teachers—four from social studies and one from English/humanities—developed lesson plans that attempt to integrate their own experiences, their evolving teaching skills, and technology expertise (at varying levels) within standards-based content/curriculum requirements. In part, our goal as teacher educators is to begin to consider what kinds of issues our new teachers face as they negotiate their understandings of TPCK. Moreover, we ourselves are negotiating an understanding of how to best debrief them as they reflect on practice and the meaning of technological pedagogical content knowledge in the school context.