A Literature Synthesis Examining Critical Educational Technology Teacher Education Research

• In Event: Defining and Enacting Equitable Technology-Based Teaching Practices

Abstract

How are preservice and inservice teachers prepared to teach and use technology vis-à-vis a critical paradigm or theories (i.e., critical educational technology)? What does empirical research reveal? This literature review examined empirical research conducted between 2013 and July 2022 investigating technology teacher education involving a critical paradigm or theories, including critical pedagogy. Findings indicated that very few studies draw on critical educational technology in teacher preparation research. This synthesis identified a significant need for technology teacher education researchers to incorporate critical educational technology to illuminate and understand the inherent power, privilege, and prejudices embedded in technology. It is imperative for the field to depart from techno-solutionist perspectives to address technology’s problematic complexities.

Authors

• Jessa Henderson, The George Washington University
  Presenting Author

• Natalie B. Milman, The George Washington University
  Presenting Author

• Sumreen Asim, Indiana University - Southeast
  Non-Presenting Author

• Marie K. Heath, Loyola University Maryland
  Presenting Author