From the computer lab to the classroom: A case study on the nature of technology integration in a social studies methods course with preservice teacher

The purpose of the study was a case study on the nature of technology integration in a social studies methods course and its impact on the practices of preservice teachers during the course and during their practica experiences. The study was conducted with seven preservice teachers and the methods instructor. The case study addressed the following areas: the constructivist integration of technology, the impact of instructor's modeling behavior on preservice teachers' attitudes and practices toward information technology, factors that influenced preservice teachers' attitudes toward using information technology, factors that promoted and hindered preservice teachers' integration of technology during their practica experiences, and the impact of technology integration on the basic computer skill levels of preservice teachers.;The descriptive statistics design was used to enrich the case study data. The data show that the technology was integrated in the social studies methods in a constructivist way. The case study data show that preservice teachers had a positive attitude toward computer and information technology prior to the beginning of this course, one major finding was that preservice teachers stated that the integration of technology in the methods course made them "comfortable", "confident" and "more fluent" in using technology in teaching.;Preservice teachers felt that the instructor's style of integrating technology was beneficial to them in varying degrees. Preservice teachers identified five factors that influenced their attitude toward information technology and computer technology. Preservice teachers identified ten factors that influenced the integration of technology during their practica experiences. Preservice teachers identified thirteen factors that affected technology integration during their practica experiences. The advanced and intermediate users felt that technology integration did not make a significant difference on their computer skill levels, whereas the beginners felt that there was significant impact on their computer skill level.