Conclusion
Pre-service teachers can feel ambiguous about the integration of technology within the
social studies classroom. Though they are excited about the possible uses of technology in the
classroom, when given a specific social studies technology application (e.g., Timeliner software)
they may question its practicality. The ambiguity found among this study’s sample may indicate
pre-service teachers need a stronger understanding of TPACK. At best, TPACK may be
muddled in the minds of many pre-service teachers. Perhaps explicit instruction about the
relationship between technological, pedagogical, and content knowledge is needed if pre-service
teachers are to reexamine their prior knowledge and experiences related to their technological
knowledge. In order for a pre-service teacher to develop TPACK, instructors may need to
consider including technology within methods courses, especially in social studies.
ConclusionPre-service teachers can feel ambiguous about the integration of technology within thesocial studies classroom. Though they are excited about the possible uses of technology in theclassroom, when given a specific social studies technology application (e.g., Timeliner software)they may question its practicality. The ambiguity found among this study’s sample may indicatepre-service teachers need a stronger understanding of TPACK. At best, TPACK may bemuddled in the minds of many pre-service teachers. Perhaps explicit instruction about therelationship between technological, pedagogical, and content knowledge is needed if pre-serviceteachers are to reexamine their prior knowledge and experiences related to their technologicalknowledge. In order for a pre-service teacher to develop TPACK, instructors may need toconsider including technology within methods courses, especially in social studies.
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