Doctor of Philosophy (PhD)


College of Education

Document Type



This dissertation explores the use of Podcasts and Podcasting in secondary social studies classrooms through via narrative inquiry. This study aims to understand how educators use these technologies in their classrooms to facilitate student learning by focusing two specific domains of the TPACK model by Kohler and Mishra (2009): Technological Pedagogical Knowledge (TPK) and Technological Content Knowledge (TCK). This research was motivated by my personal need to engage my own students who, as 21st-century learners, are deeply involved in technology and a desire for a new method for teaching historical content.

The research questions address how teachers describe their experiences using podcasts, the role of TPK and TCK in their decision-making, and the advantages and disadvantages that they articulated when using Podcasts or Podcasting as educational tools. Data collection involved semi-structured interviews with secondary social studies teachers who have used Podcasts or Podcasting in their classrooms. The findings highlight the flexibility and engagement podcasts offer, and challenges such as the need for professional development and addressing the Digital Divide.

The study situates the use of Podcasts or Podcasting within the broader context of education technology and pedagogy, arguing for their potential to enhance student learning by providing multiple perspectives and potential to foster critical thinking. It also emphasizes the importance of pedagogical intent and proper lesson design to effectively integrate Podcasts or Podcasting into the classroom.

Implications for practice include the need for ongoing teacher support and professional development, as well as considerations of students’ technological access and familiarity. This research contributes to the limited research on the use of Podcasts and Podcasting in secondary social studies education and suggests areas for future research, including the impact of this technology on student achievement and continuing to understand the ‘how’ of their use in the classroom.

This study underscores the value of narrative inquiry in capturing teachers’ lived experiences and provides insights into how they chose to integrate this technology into their classrooms. By documenting these teachers' experiences, this research adds to the understanding of how Podcasts or Podcasting can be used to create engaging lessons in social studies classrooms.



Committee Chair

Tobin, Kerri