Technology Experiences in Initial Teacher Education: A Systematic Review
The integration of technology in preservice teacher education is a critical aspect of preparing educators for the contemporary classroom. This systematic review, conducted from 2013 to 2023, seeks to provide a comprehensive understanding of technological experiences within teacher education programs...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
De Gruyter
2025-02-01
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| Series: | Open Education Studies |
| Subjects: | |
| Online Access: | https://doi.org/10.1515/edu-2024-0059 |
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| _version_ | 1850197930547347456 |
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| author | Prates Uaiana Cruz Mário Mascarenhas Daniela Maia-Lima Cláudia |
| author_facet | Prates Uaiana Cruz Mário Mascarenhas Daniela Maia-Lima Cláudia |
| author_sort | Prates Uaiana |
| collection | DOAJ |
| description | The integration of technology in preservice teacher education is a critical aspect of preparing educators for the contemporary classroom. This systematic review, conducted from 2013 to 2023, seeks to provide a comprehensive understanding of technological experiences within teacher education programs. Using an aggregative database and applying rigorous inclusion and exclusion criteria, the search yielded a final selection of studies that shed light on technological experiences in initial teacher training programs. The primary objectives included identifying studies discussing technological experiences in preservice teacher education, categorizing them based on theoretical frameworks and methodologies, and analyzing the format of these experiences. The dominant theoretical framework emerging from our review is technological pedagogical content knowledge. We found that universities offer a diverse range of courses in technology for preservice teachers, but only 26% of these programs emphasize practical applications in a practicum context. This study contributes to the ongoing discourse on the role of technology in education by offering insights into the current landscape and recommending avenues for improvement. Policymakers and educators can utilize this information to enhance preservice teacher education programs, ensuring that prospective educators are well-equipped to navigate the demands of technology-enhanced teaching environments. |
| format | Article |
| id | doaj-art-e051e88488e6438a868e07a866f79c43 |
| institution | OA Journals |
| issn | 2544-7831 |
| language | English |
| publishDate | 2025-02-01 |
| publisher | De Gruyter |
| record_format | Article |
| series | Open Education Studies |
| spelling | doaj-art-e051e88488e6438a868e07a866f79c432025-08-20T02:13:01ZengDe GruyterOpen Education Studies2544-78312025-02-017111131410.1515/edu-2024-0059Technology Experiences in Initial Teacher Education: A Systematic ReviewPrates Uaiana0Cruz Mário1Mascarenhas Daniela2Maia-Lima Cláudia3inED, Institute Polytechnic of Porto, Porto, 4200-465, PortugalinED, Institute Polytechnic of Porto, Porto, 4200-465, PortugalinED, Institute Polytechnic of Porto, Porto, 4200-465, PortugalinED, Institute Polytechnic of Porto, Porto, 4200-465, PortugalThe integration of technology in preservice teacher education is a critical aspect of preparing educators for the contemporary classroom. This systematic review, conducted from 2013 to 2023, seeks to provide a comprehensive understanding of technological experiences within teacher education programs. Using an aggregative database and applying rigorous inclusion and exclusion criteria, the search yielded a final selection of studies that shed light on technological experiences in initial teacher training programs. The primary objectives included identifying studies discussing technological experiences in preservice teacher education, categorizing them based on theoretical frameworks and methodologies, and analyzing the format of these experiences. The dominant theoretical framework emerging from our review is technological pedagogical content knowledge. We found that universities offer a diverse range of courses in technology for preservice teachers, but only 26% of these programs emphasize practical applications in a practicum context. This study contributes to the ongoing discourse on the role of technology in education by offering insights into the current landscape and recommending avenues for improvement. Policymakers and educators can utilize this information to enhance preservice teacher education programs, ensuring that prospective educators are well-equipped to navigate the demands of technology-enhanced teaching environments.https://doi.org/10.1515/edu-2024-0059teacher educationpreservice teachersystematic reviewtechnology experienceseducational technology |
| spellingShingle | Prates Uaiana Cruz Mário Mascarenhas Daniela Maia-Lima Cláudia Technology Experiences in Initial Teacher Education: A Systematic Review Open Education Studies teacher education preservice teacher systematic review technology experiences educational technology |
| title | Technology Experiences in Initial Teacher Education: A Systematic Review |
| title_full | Technology Experiences in Initial Teacher Education: A Systematic Review |
| title_fullStr | Technology Experiences in Initial Teacher Education: A Systematic Review |
| title_full_unstemmed | Technology Experiences in Initial Teacher Education: A Systematic Review |
| title_short | Technology Experiences in Initial Teacher Education: A Systematic Review |
| title_sort | technology experiences in initial teacher education a systematic review |
| topic | teacher education preservice teacher systematic review technology experiences educational technology |
| url | https://doi.org/10.1515/edu-2024-0059 |
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