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

dc.contributor.advisorHughes, Joan E.
dc.creatorLim, Mihyun
dc.date.accessioned2024-05-15T01:18:06Z
dc.date.available2024-05-15T01:18:06Z
dc.date.issued2023-08
dc.date.submittedAugust 2023
dc.date.updated2024-05-15T01:18:07Z
dc.description.abstractAs 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.
dc.description.departmentCurriculum and Instruction
dc.format.mimetypeapplication/pdf
dc.identifier.uri
dc.identifier.urihttps://hdl.handle.net/2152/125325
dc.identifier.urihttps://doi.org/10.26153/tsw/51916
dc.subjectTechnology integration
dc.subjectTeacher education
dc.subjectTechnology use
dc.subjectDigital literacy
dc.subjectPreservice teachers
dc.titlePreservice teachers’ digital literacy in educator preparation programs : a literature review
dc.typeThesis
dc.type.materialtext
thesis.degree.departmentCurriculum and Instruction
thesis.degree.grantorThe University of Texas at Austin
thesis.degree.nameMaster of Arts

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