Moore, C. (2019). Heroin zombies and haunting statistics: Helping students reimagine the research product. English Journal, 108(5), 31–38. Retrieved from http://www.ncte.org/journals/ej/issues/v108-5

Abstract:

“The article offers information on the redesignining of [an] eleventh grade research unit by a high school teacher in Virginia after being introduced to a framework for integrating technology. Topics include the technological pedagogical content knowledge framework, which caused [the] author to question whether an essay should be the singular research product; and it solidified the idea that technology affords teachers opportunities to consider strategies for conveying content knowledge.”