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Successful technology integration into the teaching of social studies is imperative in the twenty-first century classroom. This study sought to answer the following questions: do synchronous and asynchronous technology integration increase a student’s understanding of social studies content? Are synchronous technology-integrated social studies lessons more effective than asynchronous technology-integrated social studies lessons? How do students perceive the effectiveness of a synchronous technology-integrated lesson vs the effectiveness of an asynchronous technology-integrated lesson? The paper aims to discuss these issues.

This paper presents the results of a quasi-experimental research project comparing the learning outcomes of students who participated in synchronous and asynchronous technology-augmented lessons.

The results of this study found that synchronous and asynchronous technology-enhanced lessons are both viable pedagogies for increasing a student’s understanding of social studies content. The results also yielded no statistical significance between the effectiveness of the synchronous instruction vs asynchronous instruction. However, a statistical significance exists when analyzing a student’s perception of their own learning. Students participating in synchronous technology-integrated instruction reported a higher confidence in the lesson’s ability to teach them, when compared to that of the asynchronous population.

By continuing to seek new ways to integrate technology effectively into classrooms, social studies teachers can design lessons more effectively to meet the needs of today’s social studies students. The need to understand the learning outcomes of various technology-integrated approaches will continue to grow as more technologies become available to social studies teachers.

The purpose of this article is to discuss methods for leading and managing inclusive entrepreneurial ecosystems (IEEs) that encourage inclusion and participation from underrepresented portions of their community for entrepreneurship ecosystems to represent and help all types of entrepreneurs in their region.

This article uses an in-depth interview method for data collection.

Our findings present challenges and opportunities in striving to have more inclusive entrepreneurial ecosystems (IEEs) by empathizing with different populations and co-creating new and novel programs to meet needs.

EE leaders should follow suit with entrepreneurs and utilize the customer discovery and design thinking processes to design resources and programming that reach the various needs of entrepreneurs from all backgrounds. This process should be co-created with stakeholders to allow those communities to have ownership in the final product.

This article takes a pracademic approach using both interviews and academic research to determine methods for fostering IEEs.