Abstract
Technology is crucial for teaching and learning in the 21st century. However, many pre-service teachers (PSTs) feel unprepared to utilize digital literacy (DL) in their future classes. This study explored PST’s perceptions of their DL knowledge and the perceived impact of their teacher education programs through a qualitative bounded case study method. Participants for this study were three PSTs engaged in a technology integration course at a land grant university in the northwestern US. Participants engaged in recorded one-on-one semi-structured interviews to learn about their perceptions and readiness for DL. The findings indicate that while PSTs were aware of DL, they lacked confidence in their ability to teach it. The study identified four critical themes related to the PSTs' perspectives on DL: concerns, challenges, advantages, and future decisions. The prioritization of DL training in teacher education programs and the reconsideration of engaging technology-related courses by universities and policymakers are recommended.
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Recommended Citation
Taheri, Rana and Pennington, Sarah E.
(2024)
"The Role of Teacher Education in Improving Digital Literacy: A Pre-Service Teacher Case Study,"
Networks: An Online Journal for Teacher Research:
Vol. 25:
Iss.
2.
https://doi.org/10.4148/2470-6353.1385
Included in
Curriculum and Instruction Commons, Elementary Education and Teaching Commons, Higher Education and Teaching Commons, Other Education Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Scholarship of Teaching and Learning Commons
