Social studies teachers׳ interactions with second generation web-based educative curriculum

Our research question was: Can a 2nd generation of web-based ECMs encourage social studies teachers׳ development of PTK for PBHI? Participants reacted positively to several educative scaffolds, especially videocases of experts modeling historical thinking. Evidence suggested that multiple experiences with planning and implementing instruction with our ECMs helped teachers recognize value in some of the materials׳ underpinning concepts (e.g., scaffolding and inquiry-based instruction). However, planning instruction individually, the novelty of planning resources enhanced with digital resources, and certain contextual features of schooling such as inadequate focused time for planning seemed to frustrate the ECMs potential to promote teacher-learning. Here we suggest that ECMs function less effectively as stand-alone supports; however, employed in more formal contexts that feature collaboration, they may be able to provide valuable support for teachers׳ professional development.