Innovative Integration of Technology in an Undergraduate History Course

Abstract Schools of education are increasingly experiencing a demand to infuse technology into social studies methods courses to meet both national and state technology standards. However, since most preservice teachers' coursework is taken in the arts and sciences, it is particularly important that these students experience effective teaching using technology in courses outside of the college of education (Cooper & Bull, 1997). Evidence suggests that one of the greatest challenges for college and university faculty is integrating technology into their instruction (Green, 1999). If preservice teachers only see technology utilized in their education courses, they are less likely to integrate technology in their future classrooms. This paper reports the results of a qualitative research study about the innovative and effective use of technology in an undergraduate history course. In addition, the paper provides a discussion of the implications of the strategies utilized in the course for social studies teacher education.