The mergence of CHAT with TPCK: A new framework for researching the integration of desktop documentary making in history teaching and learning

Abstract

The description of the integration of desktop documentary making into a history classroom requires a research model or heuristic capable of capturing students' interactions with various mediating agents, including their history teacher.  This article claims that a mergence of Cultural Historical Activity Theory (CHAT) with Technological Pedagogical Content Knowledge (TPCK) provides a model sufficiently dynamic to describe how students making documentaries draw upon their teacher's instruction, the software's history making operations, and other resources while engaged in the compositional process.