Elementary Preservice Teachers’ Understanding of Technology’s Role in Equity Pedagogy

• In Event: Elementary Pre-Service Teacher Education: Feedback, Futures, Technology, and Equity

Abstract

This qualitative study explores how elementary preservice teachers (PSTs) in an equity-centered teacher preparation program understand technology’s role in equity pedagogy. Using focus groups and reflective writing, we examined how PSTs conceptualize this relationship, perceive opportunities and challenges, and how aspects of their programmatic experience such as coursework, fieldwork, and peer interactions shape their understandings. Findings revealed that while PSTs viewed technology as a valuable tool for advancing equity, understandings varied across cohort groups due to various factors. This study underscores the need for intentionally integrated coursework and fieldwork to prepare PSTs for equity-focused, technology-enhanced teaching.

Authors

• Lauren Weisberg, University of Texas - Arlington

• Christine Wusylko, Kennesaw State University

• Blake Mickle Beckett, University of Florida