Search results for: Saye John W.

This article describes strategies used by the authors to assist preservice social studies teachers with understanding and applying models and practices for effectively integrating technology into their future classrooms—thus, strengthening the link between technology, pedagogy and content. Efforts with preservice teachers described here have been informed by the authors’ successes assisting in-service teachers with understanding how technology can empower inquiry-based teaching practices in social studies classrooms, as well as efforts to more fully integrate technology into the overall teacher education programs at the authors’ institutions.