Many science educators emphasize the need for meaningful science learning experiences and promote the idea of social constructivism in their methods classes, usually with inquiry-based activities that include physical manipulatives. However, the proliferation of technology in the nation’s schools suggests the need to incorporate this trend into inquiry-based elementary classrooms. This paper describes a shared common course assignment on forces and motion in an elementary science methods course, in which the iPad was introduced to preservice teachers as a tool for developing understanding of key concepts and processes. The study focused on the aspects of iPad use that 98 elementary preservice teachers perceived as beneficial in the forces and motion unit. Participants discussed the utility of the iPad for recording and replaying test data, its potential for visualizing science phenomena, and its value for communicating science understanding. Additionally, participants described how the iPad influenced instructional efficiency, engagement, and social learning. The implications of these findings are described given the scientific and engineering practices outlined in the new Framework for K-12 Science Education (National Research Council, 2012).