Centering Equity for Multilingual Learners in Preservice Teachers' Technological Pedagogical Content Knowledge (TPACK)
Bibliographic Data
| ID | 5117058 |
|---|---|
| Authors | Courtney Durham (0000-0001-8039-4879, University of Northern Iowa, Cedar Falls, USA, corresponding author) |
| Year | 2024 |
| Volume | 75 |
| Issue | 3 |
| Pages | 347-360 |
| Publication date | 2024-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/00224871231223460 |
| OpenAlex | W4391360565 |
| Language | EN |
| Citations received | 3 |
| References cited | 66 |
Recent calls encourage teacher education programs to examine how they address equity within educational technology coursework. This study therefore conceptualizes equity specifically related to using digital tools with multilingual learners. Drawing on a technological pedagogical content knowledge (TPACK) framework informed by prior research on (language) teacher education and computer-assisted language learning, this study examines how preservice teachers described their knowledge base specifically related to using digital tools equitably with multilingual learners. Qualitative analysis of 17 preservice teachers' course discussions, assignments, and interviews revealed that preservice teachers purposefully reflected on and selected digital tools to use that would support students' language development and leverage students' interests. They also reflected on structural inequities and advocacy related to technological implementation. This study encourages teacher educators to support preservice teachers in developing technologically savvy practices that are also linguistically responsive and humanizing by centering equity in TPACK
Equity (law) · Mathematics education · Pedagogy · Political science · Teacher education · Teacher Preparation · Digital literacy in education · Literacy, Media, and Education · Psychology · Teacher Education and Leadership Studies
Translanguaging
A Review of the “Digital Turn” in the New Literacy Studies
Considering Contextual Knowledge
Pedagogical Language Knowledge
Teacher educators as gatekeepers
A Humanizing Pedagogy
Context and Technological Pedagogical Content Knowledge (TPACK)
Preparing Teachers for Teaching in and Advocating for Linguistically Diverse Classrooms
Technological Pedagogical Content Knowledge
What pre-service teacher technology integration conceals and reveals
How technology affects instruction for English learners
Navigating Hybridized Language Learning Spaces Through Translanguaging Pedagogy
Towards critical translanguaging
Writing Ethnographic Fieldnotes
A rubric for assessing teachers' lesson activities with respect to TPACK for meaningful learning with ICT
This is What My Kids See Every Day”
Humanizing Pedagogy
Internet use in the home
Learning to advocate for educational equity in a teacher credential program
Preservice teachers developing humanizing intercultural competence during field-based interactions
Initial teacher education
Ethnography in ESL
Teachers' Views of Multimodal Practices in K–12 Classrooms
Aiming for Equity
Youth, Technology, and the Hidden Curriculum of the 21st Century
Beyond the Methods Fetish
Enhanced Knowledge and Skills for Elementary Mainstream Teachers of English Language Learners
Foregrounding Equity in Teacher Education
Graduates' Reports of Advocating for English Language Learners
"Making Justice Peripheral by Constructing Practice as "Core
Placing Equity Front and Center
Teacher Educator Technology Integration Preparation Practices Around TPACK in the United States
Determining Validity in Qualitative Inquiry
Preparing Linguistically Responsive Teachers
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |