The integration of technology in preservice teacher education is a critical aspect of preparing educators for the contemporary classroom. This systematic review, conducted from 2013 to 2023, seeks to provide a comprehensive understanding of technological experiences within teacher education programs. Using an aggregative database and applying rigorous inclusion and exclusion criteria, the search yielded a final selection of studies that shed light on technological experiences in initial teacher training programs. The primary objectives included identifying studies discussing technological experiences in preservice teacher education, categorizing them based on theoretical frameworks and methodologies, and analyzing the format of these experiences. The dominant theoretical framework emerging from our review is technological pedagogical content knowledge. We found that universities offer a diverse range of courses in technology for preservice teachers, but only 26% of these programs emphasize practical applications in a practicum context. This study contributes to the ongoing discourse on the role of technology in education by offering insights into the current landscape and recommending avenues for improvement. Policymakers and educators can utilize this information to enhance preservice teacher education programs, ensuring that prospective educators are well-equipped to navigate the demands of technology-enhanced teaching environments.