This paper describes "Methods of Integrating Technology in the Elementary Social Studies/Language Arts Classroom," a class at Northern Arizona State University with the purpose of assisting preservice teacher candidates in developing an understanding and appreciation of the many perspectives of the social studies, language acquisition in all its forms (reading, writing, listening), and a vision of the roles and impacts of technology on the social studies/language arts curriculum. Student narratives, reflections, and evaluations are presented. Historical background on technology in the curriculum, the transmission model, and the fragmented curriculum is then provided. Challenges and experiences in planning and implementing the course are discussed, and the syllabus for the first week is included. The importance of the integrated interdisciplinary model is considered, and it is concluded that--through their participation in this model--the preservice teachers became active, constructive learners who were confident in their ability to integrate technology into an interdisciplinary curriculum when presented with an appropriate model in a learning environment that made them responsible for their own learning. (AEF)