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¶

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? Reflective practice, including engagement with research tasks, fosters deeper understanding and bridges theory and practice in preservice teacher training. → Jo Tondeur 2025 q3 i? Development of preservice teachers' digital identity is a new theme in the updated model, tied to reflecting on their role in relation to 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 Reflective Practice synthesis, drawing on 21 studies with sub-categories digital pedagogies, research, teacher identity and technology scaffolding. The review reports research tasks such as producing essays or presentations fostered reflection.

"This suggests that incorporating research offers a valuable strategy for bridging the gap between theory and practice (cf. Butler & Leahy, 2021; Eutsler, 2022)."

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

Discussion-section interpretation of the updated synthesis: the review identifies digital identity as a new theme, described via Engeness (2021) as a continuous process of interpreting beliefs, values and educational experiences in response to contemporary digital contexts.

"Another new theme in this respect is the importance of preservice teachers' "digital identity" (see Park, 2019)."

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 — related
• Familiarisation through modelling and exploration is necessary for preservice teachers to experience the potential of emerging technologies — related
• Reflective practice yields deeper understanding of teachers' own teaching style and greater classroom effectiveness — possibly the same claim (merge candidate)
• Interviews revealed six themes: enhanced efficiency, improved quality, facilitated reflection, increased interaction, improved collaboration, and concerns about over-reliance — related
• Boundary-crossing mechanisms unfold sequentially across levels, and broker centrality creates an involvement paradox — related
• Preservice teachers in web-enhanced CBA showed improved understanding of technology integration through sequenced authentic tasks — related