While these limitations exist, this study is intended to be an initial exploration of
TPACK development in elementary pre-service teachers. As such, there are two important
implications for teacher educators and, more broadly, for the field of social studies. The study,
first, offers insight into perceptions of a small group of pre-service teachers regarding the
integration of instructional technology in a social studies methods course. Such perceptions were
found to be indicative of basic or beginning TPACK knowledge which most pre-service teachers
possess. In response to this finding and the study’s limitations, the study calls for additional
research related to the development of a TPACK curriculum that would help pre-service teachers
cultivate TPACK.