Each individual content-area course has a separate syllabus that highlights the specific technologies and pedagogy that is relevant to the content area. The technologies were selected after numerous meetings between methods and technology course instructors. After identifying the most appropriate technology, the methods and technology course instructors co-develop their syllabi with projects that span the two courses. Therefore, students learn about a specific technology in the technology course and they integrate it in their practice teaching experiences within their methods course.
In a research collaboration with a methods area faculty member, the technology course instructor found that although preservice teachers may know how to operate the technology, they do not know how to integrate it effectively within their daily lessons plans, mainly citing that they were not able to envision the type of projects their students could develop (Doering, Hughes, and Huffman, 2002). These findings influenced the technology course instructor to develop exemplary models of technology projects and pedagogy for each of the technology course sections (i.e. content areas). For example, an InspirationTM project was modeled that illustrated how students could construct an understanding of clouds using concept mapping within the science cohort. This project was supplemented by the instructor modeling effective teaching practices using concept mapping in the science classroom. The goal was to move the preservice teachers from focusing not only on the development of a final technology project in the course, but encouraging them to think about successful integration in their future classrooms. These examples were placed online so the preservice teachers had access to them at all times in the development of their own projects for the technology course.