Meghan Manfra
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I am an assistant professor of secondary social studies education at North Carolina State University.

Meghan Manfra's Blog

Using Educational Blogs to Teach U.S. History

I recently wrapped up two rounds of a research study and a series of articles in collaboration with John Lee that focused on the integration of an educational blog as the primary instructional tool in a high school U.S. history classroom.  It was apparent to me that the teachers I worked with in professional development workshops or met at professional conferences often reserved creative and engaging uses of technology for their brightest students.  Lower level students would have few…


Posted on January 14, 2012 at 8:17am

McKenna's NLC talk

Dr. McKenna drew attention to the "uneasy transitions" involving technological innovations.

He traced several trends:

1. drive towards intertextuality

2. tech invites nonlineraity (e.g. website front page and text book page)

3. tech extends the limits of print (e.g. periodic table)

4. tech invites multimodality (e.g. harry potter effect)

5. tech facilitates "encyclopedic drive" (e.g. wikipedia)

6. tech challenges trad epistemology (e.g co-construction of…


Posted on November 11, 2011 at 12:22pm

Will new literacy collaboratives faciliate interdisciplinary study? An example from STEM: Global climate change education

--- This blog post was adapted from an on-going project I am working on with Dr. Gail Jones and Dr. Sarah Carrier in the College of Education. We welcome your ideas and comments. ---

STEM education continues to dominate national curriculum initiatives. (For instance, the Obama administration’s…

Posted on August 9, 2010 at 2:30pm

New Literacies Institute - Online Comprehension "digging deeper" with Julie Coiro and Don Leu

Coiro & Leu provided strategies & resources for working with students in a 1:1 laptop environment to enhance on-line reading comprehension. They argue that teaching students on-line comprehension skills can improve off-line [text-based] literacy. They propose 3 phases for Internet reciprocal teaching (IRT): (1) Teacher Led Instruction; (2) Collaborative Modeling; (3) Online Inquiry.

How can I use this info?

In my research:

Train student leaders… Continue

Posted on July 14, 2009 at 12:00pm

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Learn Digital History Blog

Teaching about Historical Reconstructions using the Vail Telegraph Key

The reconstruction of historical inventions can provide a powerful context for students to explore how inventions affect society. In fact, the social impact of the invention of the telegraph ripples through to today. It set the stage for the invention of other communications technologies such as radio, television, and the Internet. The ability to send messages across wires in a fraction of the time humans were accustomed had a profound impact on society. Rossiter Johnson captured the spirit of that change in an 1882 poem written in tribute Morse and the telegraph. The poem describes limits of humans imposed by nature, but imagines that with the invention of the telegraph those limitations begin to fade away.

But one morning he made him a slender wire,
  As an artist’s vision took life and form,
While he drew from heaven the strange fierce fire
  That reddens the edge of the midnight storm;
And he carried it over the Mountain’s crest,
And dropped it into the Ocean’s breast;
And Science proclaimed, from shore to shore,
That Time and Space ruled man no more.

Students often have myopic views about how technologies impact their own lives. While it is true that students today seem to live in a constant state of ‘revolution’ regarding new technologies, an understanding of history can temper our enthusiasms. By studying records and relics from the past, such as Johnson’s poem, students can build up a long view of technological innovation and understand how the telegraph fits in that history.

Students can also use these experiences to explore important historical skills related to cause and effect. A reconstruction of the Vail telegraph key provides students with an opportunity to examine the development of scientific knowledge and challenge the narrowly constructed textbook history of the telegraph.

The history of the telegraph is typically transmitted to students as a neat and tidy story about Samuel Morse and the 1844 transmission from Baltimore to Washington DC of the message “What hath God wrought?” But, history is never so simple. Behind the story of Morse is the complex history of the invention of the telegraph, and that story is impossible to tell with Alfred Vail.

A social studies activity exploring this complicated history might begin with the simple question – Who was on the other end of the message sent by Samuel Morse on May 24, 1844? Of course, it was Alfred Vail. From there, students might explore Vail’s 1845 book length survey of the history of the telegraph, The American Electro Magnetic Telegraph: With the Reports of Congress, and a Description of all Telegraphs Known, Employing Electricity or Galvanism.  The book, which has three parts, includes a detailed description of the telegraph system developed by Vail and Morse; letters, reports, and other correspondences about the development of the telegraph system; and a contemporary history of the telegraph. Students can analyze this source to develop questions for inquiry about the development of the telegraph in the 1830s and 1840s.

From Hathi trust and Harvard Library at

The Lincoln Telegram project provides another avenue for exploring the newly invented telegraph and, specifically, how it affected the course of the Civil War and its participants.

The Lincoln Telegrams Project

The Lincoln Telegrams project ( includes digital versions and transcriptions of 354 telegram memos written by Lincoln from March 10, 1864 to his death in April of 1865.  The telegram memos function as source material for helping students and teachers understand how to analyze historical sources using the Hicks, Doolittle, and Ewing’s SCIM-C method ( Direct access to the telegrams, either via the web or through an iPad app with the same content, allows students to explore the historical context and follow the ways in which the telegraph affected communications during that era.

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