Affective characteristics — attitudes and beliefs, emotional responses, and sensitivity to technology gaps — should be taken into account when preparing preservice teachers for digital technology use¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i? Positive experiences with digital technologies generate favourable affective responses that boost confidence and likelihood of ongoing use, while negative experiences such as stress or frustration can discourage integration. → Jo Tondeur 2025 q3 i? Sensitivity to technology gaps extends beyond device access to disparities in digital competence, intercultural awareness and supporting students with learning difficulties. → Jo Tondeur 2025 (2)

Evidence¶

Jo Tondeur 2025¶

Jo Tondeur, Ottavia Trevisan, Sarah K. Howard, Johan van Braak. (2025). Preparing preservice teachers to teach with digital technologies: An update of effective SQD-strategies. Computers & Education 232. https://doi.org/10.1016/j.compedu.2025.105262

q3 · i? · review · r2

Meta-aggregative synthesis for the Affective Dimension statement, aggregating attitudes and beliefs (n=9), emotional sphere (n=17) and sensitivity to tech gaps (n=9) sub-categories. The review reports positive beliefs are a key factor in adoption and sustained use.

"These findings suggest that affective characteristics should be taken into account when preparing preservice teachers for digital technology use in education."

Jo Tondeur 2025 (2)¶

q3 · i? · review · r2

The review reports the sensitivity-to-tech-gaps sub-category was often framed in terms of equity issues, citing qualitative evidence from Galway et al. (2020) that some participants felt app use could marginalise some students.

"Notably, a sensitivity to tech gaps extends beyond issues of device access."

Discussion¶

Teachers' expectancy beliefs about successfully using AI applications shape their motivation to use them (theoretical argument). — a broader claim this one bears on
Review reports that teachers' beliefs, attitudes and TPACK—not AI knowledge alone—mediate AI integration — a broader claim this one bears on
Familiarisation through modelling and exploration is necessary for preservice teachers to experience the potential of emerging technologies — a narrower finding that bears on this claim
Preservice teachers must critically reflect on both the potential and limitations of technology in education, with research tasks and digital identity emerging as reflective strategies — related
Teachers described an ideal technology coach as prepared, patient, observant, and using current research-based methods — related
An institutional vision of digital technology use, supported by group commitment and professional learning, is needed to train teachers for the future of educational technology — related

Page metadata

Field	Value
`type`	`claim`
`id`	`affective-dimension-preservice-technology-preparation`
`title`	`Affective characteristics — attitudes and beliefs, emotional responses, and sensitivity to technology gaps — should be taken into account when preparing preservice teachers for digital technology use`
`description`	`Affective characteristics — attitudes and beliefs, emotional responses, and sensitivity to technology gaps — should be taken into account when preparing preservice teachers for digital technology use`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2025`
`generated`	by `process:wiki-ingest` on `2026-10-29`
`trust`	unverified — no one has confirmed this page's content
`sources`	2 — `jo-tondeur-2025`, `jo-tondeur-2025-2`

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