Preservice teachers’ digital literacy in educator preparation programs : a literature review



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As technology’s potential to transform teaching and learning became clear, shared standards and expectations emerged for teachers to integrate in K-12 classrooms. However, despite the massive influx of classroom technology, there were few noticeable changes to the pedagogical development or curricular sequences. The purpose of this report is to provide a review of literature that explores how preservice teachers learn to conceptualize their own digital literacy during their teacher preparation. More specifically, this review investigates preservice teachers’ learning about digital literacy conceptions in relation to how their learning experiences are embedded in and situated as part of learning activities and teaching practices with technology in teacher education coursework. The results of the literature review provide insight as to what learning opportunities teacher educators can provide when preservice teachers need to be prepared to understand and practice with technology for specific purposes and contexts in classrooms.


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