Familiarisation through modelling and exploration is necessary for preservice teachers to experience the potential of emerging technologies¶

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¶

q3 i? Modelling of digital technologies and pedagogical approaches motivates preservice teachers to integrate digital technologies into their own teaching practice. → Jo Tondeur 2025 q3 i? Exploration, including hands-on experience with emerging technologies such as robotics, supports preservice teachers' familiarity and confidence with digital technologies. → 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-aggregation of qualitative studies in the Familiarisation synthesis; the Modelling category emerged in 18 studies with sub-categories role models, pedagogical approaches and gamification. The review reports that findings "consistently emphasised the importance of modelling".

"The findings consistently emphasised the importance of modelling in motivating preservice teachers to integrate digital technologies into their own teaching practice."

Jo Tondeur 2025 (2)¶

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 of qualitative evidence identifying Exploration as a category in 21 studies, with sub-categories simulations, emerging technologies and hands-on experience; participants in Schina et al.'s robotics course described sessions as "useful" and "practical".

"Building on this argument, the second category, "Exploration" (C2), was identified in 21 studies."

Discussion¶

Related Claims¶

• 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 — a broader claim this one bears on
• A continuous cycle of authentic experiences and feedback supports preservice teachers to build their digital practice — related
• A range of collaborative design activities, guided by instructional design models such as TPACK, are necessary to train preservice teachers to create technology-rich lesson plans — related
• 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
• Preservice teachers in web-enhanced CBA showed improved understanding of technology integration through sequenced authentic tasks — related