The Intersection of Equity Pedagogy and Technology Integration in Preservice Teacher Education: A Scoping Review

Autor/inn/en	Weisberg, Lauren; Dawson, Kara
Titel	The Intersection of Equity Pedagogy and Technology Integration in Preservice Teacher Education: A Scoping Review
Quelle	In: Journal of Teacher Education, 74 (2023) 4, S.327-342 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Weisberg, Lauren)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/00224871231182129
Schlagwörter	Equal Education; Technology Integration; Preservice Teacher Education; Social Justice; Teaching Methods; Educational Policy; Teacher Education Programs; Educational Benefits; Technological Literacy; Pedagogical Content Knowledge; Critical Theory; Barriers; Stereotypes; Empathy; Cultural Awareness; Student Diversity; Critical Thinking; Social Change; Professional Autonomy; Student Characteristics; Cultural Background; Student Centered Learning; Technology Uses in Education; Access to Education + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Soziale Gerechtigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Bildungsertrag; Technisches Wissen; Pädagogische Kompetenz; Kritische Theorie; Klischee; Empathie; Cultural identity; Kulturelle Identität; Kritisches Denken; Sozialer Wandel; Berufsfreiheit; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	Teacher education programs play a crucial role in developing teachers' equity/social justice mindsets and technology integration knowledge and expertise. Scholars have advocated for merging these two areas to support common curricular goals and access unique learning benefits. However, little is known about how equity pedagogy and technology integration intersect in preservice teacher (PST) education. This scoping review aims to expand knowledge and understanding at this intersection with the goal of developing a foundation for future research and practice. Findings revealed that relevant studies focused on two main styles of pedagogy: (1) leveraging technology to teach about equity and social justice (i.e., tech-infused equity pedagogy), and (2) adopting a critical stance toward technology's roles in schools and society (i.e., digital equity pedagogy). We provide a detailed description of these pedagogies and present useful systems of classification for related studies. We also present key implications of this work for PST education practice, policy, and scholarship. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01