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.
AlhamamiM.CostelloH. (2019). Pre-service EFL teachers’ expectations, needs, and challenges in a language learning and technology course. Journal of Language Teaching and Research, 10(3),593–602. https://doi.org/10.17507/jltr.1003.23
2.
AlhintyM. (2015). Young language learners’ collaborative learning and social interaction as a motivational aspect of the iPad. International Journal of Emerging Technologies in Learning, 10(2), 24–29. https://doi.org/10.3991/ijet.v10i2.4313
AndemaS.KendrickM.NortonB. (2013). Digital literacy in Ugandan teacher education: Insights from a case study. Reading & Writing, 4(1),. https://doi.org/10.4102/rw.v4i1.27
5.
AndreiE. (2017). Technology in teaching English language learners: The case of three middle school teachers. TESOL Journal, 8(2), 409–431. https://doi.org/10.1002/tesj.280
6.
AthanasesS. Z.MartinK. J. (2006). Learning to advocate for educational equity in a teacher credential program. Teaching and Teacher Education, 22(6), 627–646. https://doi.org/10.1016/j.tate.2006.03.008
BenjaminR. (2019). Race after technology: Abolitionist tools for the new Jim Code. Polity Press.
9.
Benton-BorghiB. H. (2013). A universally designed for learning (UDL) infused technological pedagogical content knowledge (TPACK) practitioners’ model essential for teacher preparation in the 21st century. Journal of Educational Computing Research, 48(2), 245–265. https://doi.org/10.2190/EC.48.2.g
10.
BorthwickA. C.HansenR. (2017). Digital literacy in teacher education: Are teacher educators competent?Journal of Digital Learning in Teacher Education, 33(2), 46–48. https://doi.org/10.1080/21532974.2017.1291249
11.
BostancıoğluA.HandleyZ. (2018). Developing and validating a questionnaire for evaluating the EFL “Total PACKage”: Technological Pedagogical Content Knowledge (TPACK) for English as a Foreign Language (EFL). Computer Assisted Language Learning, 31(5–6), 572–598. https://doi.org/10.1080/09588221.2017.1422524
12.
BunchG. C. (2013). Pedagogical language knowledge: Preparing mainstream teachers for English learners in the new standards era. Review of Research in Education, 37,298–341. https://doi.org/10.3102/0091732X12461772
13.
BussR. R.FoulgerT. S.WetzelK.LindseyL. A. (2018). Preparing teachers to integrate technology into K–12 instruction: Examining the effects of technology-infused methods courses and student teaching. Journal of Digital Learning in Teacher Education, 34(3), 134–150. https://doi.org/10.1080/21532974.2018.1437852
14.
ChaiC. S.HweeJ.KohL.TsaiC.-C. (2013). A review of technological pedagogical content knowledge. Journal of Educational Technology & Society, 16(2), 31–51. https://doi.org/10.2307/jeductechsoci.16.2.31
15.
ChaoC.-C. (2015). Rethinking transfer: Learning from CALL teacher education as consequential transition. Language Learning & Technology, 19(1), 102–118.
16.
ChoiJ.YiY. (2016). Teachers’ integration of multimodality into classroom practices for English language learners. TESOL Journal, 7(2), 304–327. https://doi.org/10.1002/tesj.204
17.
CoadyM. R.HarperC.de JongE. J. (2016). Aiming for equity: Preparing mainstream teachers for inclusion or inclusive classrooms?TESOL Quarterly, 50(2), 340–368. https://doi.org/10.1002/tesq.223
Cochran-SmithM.EllF.GrudnoffL.HaighM.HillM.LudlowL. (2016). Initial teacher education: What does it take to put equity at the center?Teaching and Teacher Education, 57, 67–78. https://doi.org/10.1016/j.tate.2016.03.006
DarvinR. (2019). Youth, technology, and the hidden curriculum of the 21st century. Youth and Globalization, 1(2), 210–229. https://doi.org/10.1163/25895745-00102002
23.
de JongE. J.HarperC. A.CoadyM. R. (2013). Enhanced knowledge and skills for elementary mainstream teachers of English language learners. Theory Into Practice, 52(2), 89–97. https://doi.org/10.1080/00405841.2013.770326
24.
del Carmen SalazarM. (2013). A humanizing pedagogy: Reinventing the principles and practice of education as a journey toward liberation. Review of Research in Education, 37(1), 121–148. https://doi.org/10.3102/0091732X12464032
25.
DelliCarpiniM. (2012). Action research building computer technology skills in TESOL teacher education. Language Learning & Technology, 16(2), 14–23.
26.
de OliveiraL. C.AthanasesS. Z. (2007). Graduates’ reports of advocating for English language learners. Journal of Teacher Education, 58(3), 202–215. https://doi.org/10.1177/0022487107299978
27.
DoolyM. (2009). New competencies in a new era? Examining the impact of a teacher training project. ReCALL, 21(3), 352–369. https://doi.org/10.1017/s0958344009990085
28.
DurhamC. (2023). ‘We just learned from each other’: ESOL pre-service teachers learning to use digital tools across coursework and student teaching. The Language Learning Journal, 51(6), 783–796.
29.
DychesJ.BoydA. (2017). Foregrounding equity in teacher education: Toward a model of social justice pedagogical and content knowledge. Journal of Teacher Education, 68(5), 476–490. https://doi.org/10.1177/0022487117705097
30.
EmersonR. M.FretzR. I.ShawL. L. (1995). Writing ethnographic field notes. University of Chicago Press.
31.
EspinozaK.NuñezI.DegolladoE. D. (2021). “This is what my kids see every day”: Bilingual pre-service teachers embracing funds of knowledge through border thinking pedagogy. Journal of Language, Identity and Education, 20(1), 4–17. https://doi.org/10.1080/15348458.2021.1864204
32.
FaltisC. J.ValdésG. (2016). Preparing teachers for teaching in and advocating for linguistically diverse classrooms: A vade mecum for teacher educators. In GitomerD. H.BellC. A. (Eds.), The handbook of research on teaching (5th ed., pp. 549–592). American Educational Research Association.
33.
FoulgerT. S.GrazianoK. J.Schmidt-CrawfordD.SlykhuisD. A. (2017). Teacher educator technology competencies. Journal of Technology and Teacher Education, 25(4), 413–448.
34.
GarcíaO.WeiL. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan.
GortM.SembianteS. F. (2015). Navigating hybridized language learning spaces through translanguaging pedagogy: Dual language preschool teachers’ languaging practices in support of emergent bilingual children’s performance of academic discourse. International Multilingual Research Journal, 9(1), 7–25. https://doi.org/10.1080/19313152.2014.981775
37.
GreenJ. L.BloomeD. (1997). Ethnography and ethnographers of and in education: A situated perspective. In FloodJ.HeathS. B.LappD. (Eds.), Handbook of research on teaching literacy through the communicative and visual arts (pp. 181–202). MacMillan Publishers.
38.
GreeneM. D.JonesW. M. (2020). Analyzing contextual levels and applications of technological pedagogical content knowledge (TPACK) in English as a second language subject area. Educational Technology & Society, 23(4), 75–88. https://doi.org/10.2307/26981745
39.
HeathM. K.SegalP. (2021). What pre-service teacher technology integration conceals and reveals: “Colorblind” technology in schools. Computers and Education, 170, 104225. https://doi.org/10.1016/j.compedu.2021.104225
40.
HlasA. C.ConroyK.HildebrandtS. A. (2017). Student teachers and CALL: Personal and pedagogical uses and beliefs. CALICO Journal, 34(3), 336–354. https://doi.org/10.1558/cj.26968
41.
HsiehY. C. (2017). A case study of the dynamics of scaffolding among ESL learners and online resources in collaborative learning. Computer Assisted Language Learning, 30( 1–2), 115–132. https://doi.org/10.1080/09588221.2016.1273245
42.
HuertaT. M. (2011). Humanizing pedagogy: Beliefs and practices on the teaching of Latino children. Bilingual Research Journal, 34(1), 38–57. https://doi.org/10.1080/15235882.2011.568826
KesslerG. (2006). Assessing CALL teacher training: What are we doing and what could we do better? In HubbardP.LevyM. (Eds.), Teacher education in CALL (pp. 23–42). John Benjamins Publishing. https://doi.org/https://doi.org/10.1075/lllt.14.05kes
45.
KesslerG. (2021). Current realities and future challenges for CALL teacher preparation. CALICO Journal, 38(3), i–xx.
46.
KidwellT.PeercyM. M.TigertJ.FredricksD. (2021). Novice teachers’ use of pedagogical language knowledge to humanize language and literacy development. TESOL Journal, 12(3), Article e590. https://doi.org/10.1002/tesj.590
47.
KohL. (2013). A rubric for assessing teachers’ lesson activities with respect to TPACK for meaningful learning with ICT. Australasian Journal of Educational Technology, 29(6), 887–900.
48.
KrutkaD. G.HeathM. K.BretK.WilletS. (2019). Foregrounding technoethics: Toward critical perspectives in technology and teacher education. Journal of Technology and Teacher Education, 27(4), 555–574.
LiuM.NavarreteC. C.WivaggJ. (2014). Potentials of mobile technology for K-12 education: An investigation of iPod touch use for English language learners in the United States. Journal of Educational Technology & Society, 17(2), 115–126. https://doi.org/10.2307/jeductechsoci.17.2.115
51.
LiuM.-H.KleinsasserR. C. (2015). Exploring EFL teachers’ CALL knowledge and competencies: In-service program perspectives. Language Learning & Technology, 19(1), 119–138.
52.
LucasT.VillegasA. M. (2013). Preparing hers: Laying the foundation in preservice teacher education. Theory into Practice, 52(2), 98–109. https://doi.org/10.1080/00405841.2013.770327
53.
MacSwanJ. (2020). Academic English as standard language ideology: A renewed research agenda for asset- based language education. Language Teaching Research, 24(1), 28–36. https://doi.org/10.1177/1362168818777540
54.
Martin-BeltránM.DurhamC.CataneoA. (2023). Preservice teachers developing humanizing intercultural competence during field-based interactions: Opportunities and challenges. Teaching and Teacher Education, 124, 104008.
55.
MillsK. A. (2010). A review of the “digital turn” in the New Literacy Studies. Review of Educational Research, 80(2), 246–271. https://doi.org/10.3102/0034654310364401
56.
MishraP. (2019). Considering contextual knowledge: The TPACK diagram gets an upgrade. Journal of Digital Learning in Teacher Education, 35(2), 76–78. https://doi.org/10.1080/21532974.2019.1588611
57.
MishraP.KoehlerM. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
58.
National Center for Education Statistics. (2022). English learners in public schools. Condition of education. U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/programs/coe/indicator/cgf
59.
NietoS. (2000). Placing equity front and center: Some thoughts on transforming teacher education for a new century. Journal of Teacher Education, 51(3), 180–187.
60.
OrtegaL. (2017). New CALL-SLA research interfaces for the 21st century. CALICO Journal, 34(3), 283–316. https://doi.org/10.2307/90014697
61.
PachecoM. B.SmithB. E.CombsE.AmgottN. A. (2022). Translanguaging within multimodal composition products and processes: A systematic review. Pedagogies: An International Journal, 17(4), 389–407.
62.
PhilipT. M.Souto-ManningM.AndersonL.HornI. J.Carter AndrewsD.StillmanJ.VargheseM. (2019). Making justice peripheral by constructing practice as “core”: How the increasing prominence of core practices challenges teacher education. Journal of Teacher Education, 70(3), 251–264. https://doi.org/10.1177/0022487118798324
63.
PokrivcakovaS. (2019). Preparing teachers for the application of AI-powered technologies in foreign language education. Journal of Language and Cultural Education, 7(3), 135–153. https://doi.org/10.2478/jolace-2019-0025
64.
Porras-HernándezL. H.Salinas-AmescuaB. (2013). Strengthening TPACK: A broader notion of context and the use of teacher’s narratives to reveal knowledge construction. Journal of Educational Computing Research, 48(2), 223–244. https://doi.org/10.2190/EC.48.2.f
65.
PrinceJ. (2017). English language learners in a digital classroom. CATESOL Journal, 29(1), 51–73.
66.
RosenbergJ. M.KoehlerM. J. (2015). Context and technological pedagogical content knowledge (TPACK): A systematic review. Journal of Research on Technology in Education, 47(3), 186–210. https://doi.org/10.1080/15391523.2015.1052663
67.
SahP. K.KubotaR. (2022). Towards critical translanguaging: A review of literature on English as a medium of instruction in South Asia’s school education. Asian Englishes, 24(2), 132–146.
68.
SaldañaJ. (2013). The coding manual for qualitative researchers (2nd ed.). Sage.
69.
SayerP.BraunD. (2020). The disparate impact of COVID-19 remote learning on English learners in the United States. TESOL Journal, 11(3), Article e00546. https://doi.org/10.1002/tesj.546
70.
ScheerderA. J.van DeursenA. J. A. M.van DijkJ. A. G. M. (2019). Internet use in the home: Digital inequality from a domestication perspective. New Media and Society, 21(10), 2099–2118. https://doi.org/10.1177/1461444819844299
71.
SchmidE. C.HegelheimerV. (2014). Collaborative research projects in the technology-enhanced language classroom: Pre-service and in-service teachers exchange knowledge about technology. ReCALL, 26(3), 315–332. https://doi.org/10.1017/S0958344014000135
72.
SiefertB.KellyK.YeartaL.OliveiraT. (2019). Teacher perceptions and use of technology across content areas with linguistically diverse middle school students. Journal of Digital Learning in Teacher Education, 35(2), 107–121. https://doi.org/10.1080/21532974.2019.1568327
73.
TaiS.-J. D. (2015). From TPACK-in-action workshops to classrooms: CALL competency developed and integrated. Language Learning & Technology, 19(1), 139–164.
74.
ThorneS. L. (2013). Digital literacies. In HawkinsM. (Ed.), Framing languages and literacies: Socially situated views and perspectives (pp. 192–218). Routledge.
75.
TondeurJ.SchererR.BaranE.SiddiqF.ValtonenT.SointuE. (2019). Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education. British Journal of Educational Technology, 50(3), 1189–1209.
76.
TsengJ. J. (2018). Exploring TPACK-SLA interface: Insights from the computer-enhanced classroom. Computer Assisted Language Learning, 31(4), 390–412. https://doi.org/10.1080/09588221.2017.1412324
77.
TurgutY. (2017a). An analysis of TPACK integration into English language teacher education programs: A comparative study of Turkey and Denmark. Journal on English Language Teaching, 7(4), 1–15.
78.
TurgutY. (2017b). Tracing preservice English language teachers’ perceived TPACK in sophomore, junior, and senior levels. Cogent Education, 4(1), Article 1368612. https://doi.org/10.1080/2331186X.2017.1368612
79.
U.S. Department of Education. (2017). Reimagining the role of technology in education: 2017 national education technology plan update. http://tech.ed.gov
80.
van DijkJ. (2020). The digital divide. John Wiley.
81.
VoithoferR.NelsonM. J. (2021). Teacher educator technology integration preparation practices around TPACK in the United States. Journal of Teacher Education, 72(3), 314–328.
82.
WalquiA.SchmidaM. (2023). Reconceptualizing scaffolding for English learners: An ecological/sociocultural perspective. In de OliveiraL. C.WesterlundR. (Eds.), Scaffolding for multilingual learners in elementary and secondary schools (pp. 29–47). Routledge.
83.
WangW.Schmidt-CrawfordD.JinY. (2018). Preservice teachers’ TPACK development: A review of literature. Journal of Digital Learning in Teacher Education, 34(4), 234–258. https://doi.org/10.1080/21532974.2018.1498039
84.
Watson-GegeoK. A. (1988). Ethnography in ESL: Defining the essentials. TESOL Quarterly, 22(4), 575–592.
85.
YadavA.LachneyM. (2022). Teaching with, about, and through technology: Visions for the future of teacher education in 2025. Journal of Technology and Teacher Education, 30(2), 189–200.
86.
YiY.ChoiJ. (2015). Teachers’ views of multimodal practices in K-12 classrooms: Voices from teachers in the United States. TESOL Quarterly, 49(4), 838–847. https://doi.org/10.1002/tesq.219
87.
ZehlerA. M.MiyaokaA.ChaneyB.OrellanaV.VaheyP.Torre GibneyD.YeeK. (2019). Supporting English learners through technology: What districts and teachers say about digital learning resources for English learners.
