Abstract
This study examines the perceptions and practices of preservice secondary social studies teachers regarding technology integration as they participated in methods courses and field experiences over the course of the final year of their teacher education program. For the most part, these preservice teachers integrated technology into their classroom practices as a result of support provided by the teacher education program and the inservice teachers in their field experiences. Recommendations for teacher educators are included. The report of this data may serve to assist in forming a deeper understanding of preservice teachers' perceptions and practices as they relate to technology integration.
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