Meta-Aggregation of Qualitative Evidence on Technology Integration in Teacher Education

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Abstract

We reviewed qualitative evidence from 55 studies using a meta-aggregative approach to explore how teacher education shaped preservice teachers’ technological integration skills with a particular focus on differentiation in teaching. We also examined positive and negative sentiments to identify areas for improvement. We used PRISMA and JBI guidelines to finalize studies conducted between 2012 and 2023. Our synthesis showed that self-efficacy is a primary motivator for future intentions, driven by ease and usefulness. Preservice teachers are unprepared for differentiation in technology integration. TPACK curriculum and clinical placement are avenues that either contribute to or impede technological development. We offered implications on how to strengthen the technological skills of preservice teachers.

Authors

• Afaq Ahmed, Texas A&M University

• Andrew Kwok, Texas A&M University