Researchers noted that introducing technology within a course specific framework, such as a methods class, often results in preservice teachers increasing their computer competency and confidence in using technology and can greatly influence the adoption of technology as part of instructional experiences. To determine if these constructs were indeed part of social studies preservice teacher educational experiences and to examine the ways in which technology was introduced to incoming professional social studies educators, a social studies methods, class technology evaluation rubric was designed. It was hypothesized that through the implementation and analysis of this rubric, a view of the possibilities and limitations of technology applications in social studies methods classes would emerge. Classes used for the experiment were the required exit level social studies methods course for secondary preservice teachers in a large public university. Classes were delivered in a mixed field based environment. The study's design employed the collection of both qualitative and quantitative data to gauge the effects of technological interventions. Six results were indicated: (1) student knowledge about technology use and application in social studies content areas increased during the methods class; (2) students noted that technology use in the secondary school field sites was further ahead than at the university level; (3) the most common use of technology at either the university or at the school field sites was via the Internet for either class use or personal use; (4) teaching instructional technology applications in social studies needs to be broadened beyond base line use to an application and design mode; (5) instructional use of technology has been increased through student demand rather than from institutional pressures despite the imposition of standards requiring the integration of technology in instruction; and (6) the introduction of technology applications as part of a preservice methods class needs to be done through a seamless integration of both skill and content. (BT)