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James E. Schul
Winona State University
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.