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Abstract
Reporting on the results of an action research study, this manuscript provides examples of strategies used to integrate technology into a content methods course. The study used reflective teaching of a social studies methods course at a major Southwestern university in 10 course sections over a four-semester period. In alignment with the research question, the original course design used technology-rich instructional approaches. Throughout the study period, elements of those strategies altered to better meet the needs of preservice teachers and take advantage of technological innovations. The result is a description of technology productivity and instructional strategies applicable in a variety of content-specific preservice teacher education courses.
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Christy G. Keeler
Dr. Keeler is the pedagogy scholar for Clark County School District ’s Teaching American History Grant and a part-time instructor at the University of Nevada, Las Vegas. She is currently engaged in numerous research projects including case-based stum of an elementary micro-community, use of digital audio-based storytelling, teacher ux of service learning with intermediate level learners, use of technology during project-based learning with young learners, and use of Web 2.0 tools for teaching historical inquiry. Her recent publications are in the fields of educational technology, instructional design, and social studies education.