Technology-Supported Collaborative Learning in Preservice Teacher Education: A Systematic Literature Review

• In Event: AERA Roundtable Session Thursday 2:15 pm - Gold 2
  In Roundtable Session: Systematic Reviews on Technology-Enhanced Learning and Educational Practices

Abstract

As collaborative learning becomes central to twenty-first-century teacher preparation, it is crucial to understand how technology supports collaboration among preservice teachers (PSTs). This review synthesizes 65 empirical studies (written between 2015 and 2025) on technology-supported collaborative learning in PST education, guided by the Computer-Supported Collaborative Learning framework. Using a PRISMA-based search and thematic analysis, the study explores how tasks are designed, what scaffolds and tools are used, and what PSTs learn when engaging with these activities. Preliminary findings identify three themes: situated task design for authentic practice, scaffolded dialogue shaping professional identity, and digital tools mediating multi-layered collaboration, which highlighted how structured, tool-mediated collaboration cultivates PSTs’ pedagogical agency and collaborative competence.

Authors

• Lu Xu, University of Illinois at Urbana-Champaign

• Xiaoqian Bi, University of Denver