Over the last several decades, digital technology (DT) integration in teaching and learning mathematics has received considerable attention, as such integration has not led to the expected results. Teacher education is a critical factor -- even more important than access to tools and devices -- in technology-enhanced teaching and learning. The…

The purpose of this study was to investigate the effect of preservice teachers' identity on TPACK regarding the mediating roles of mathematics teaching competency, teacher belief, and technostress across grade levels. A total of 926 preservice mathematics teachers participated in the study. We used structural equation modeling to determine and…

Despite the efforts of initial teacher education institutes (ITEs) to incorporate technology into their curricula, pre-service teachers (PSTs) feel insufficiently prepared to use technology effectively when teaching. To prepare PSTs to use technology in their future teaching practice, teacher educators (TEs), as second-order teachers, must both…

This qualitative case study investigated teacher educators at a Midwest Division II university to gain insight to the obstacles faced when integrating technology and the decision-making process in relation to technology integration. Combining the constructivist theory with the TPaCK framework, the study aimed to make a connection as to the…

The professional development of teachers is considered a central task of teacher training and therefore also for teaching technology education in an era of digitalization. The anchoring of technology and digital technologies is becoming a mandatory task in teaching especially due to curriculum requirements and an increasing importance of learning…

Digital competence is crucial for technology integration in education, with teacher educators playing a vital role in preparing student teachers for digitalized environments. In our conceptualization of teachers' digital competence (TDC), we emphasize its embeddedness in a professional context. The Digital Competence for Educators (DigCompEdu)…

Digital technology has significantly transformed education, requiring teacher educators to develop robust digital competencies to navigate 21st-century classrooms. Digital competence, defined by the European Commission's DigComp framework, includes information and data literacy, communication and collaboration, digital content creation, safety,…

Modeling is a widely adopted and frequently used strategy to prepare teacher candidates for technology integration. However, whether modeling as a strategy alone is enough for technology-infused teacher preparation programs is questionable. Therefore, the purpose of this paper is to describe an investigation of how teacher educators model…

Digital competence stands as a pivotal element in educational training across all levels, notably within higher education and particularly within the realm of initial teacher training. As prospective educators, these individuals bear the crucial responsibility of championing digital competences and integrating them into their teaching curricula.…

Technological Pedagogical Content Knowledge (TPACK) is an emerging competence of pre-service science teachers in the 21st education century. In Indonesian context, knowledge about the use of technology to develop teachers is way too limited. Therefore, this study aimed to identify pre-service teacher competencies in integrating technology into…

The article considers the professional training of future specialists in preschool education. The focus is on the use of modern educational technologies by future preschool education specialists. Basic concepts such as: technologies, educational technologies, innovative technologies are revealed. The modern directions of professional education of…

Over the past decade virtual reality technologies have been actively introduced into all spheres of life, affecting, among other things, the education sector. The purpose of this study is to develop a concept introducing a virtual reality simulator into educators' training. The underlying principle of the study is to design a virtual reality…

The educational process has to manage the demand to meet all modern requirements for educational activities, which cannot be realized without proper formation of information and communication competence of teachers. The aim of this study is to identify the modern condition of formation and practice of information and communication competence of…

This article outlines how research, theory, and policy are converging toward a shift in preservice teacher technology preparation and offers "Technology Infusion" as a promising new paradigm. In technology-infused programs, preparation strategies extend beyond the stand-alone technology course to help novice teachers develop digital-age…

Until now, TPACK has mostly been measured by subject-unspecific self-report measures. In contrast, this study introduces and analyzes an objective and biology-specific performance assessment of the four T-dimensions of TPACK. This instrument was used in combination with a biology-specific self-report measure to examine 206 biology teacher students…