Although research on educational technology integration has expanded, limited attention has been paid to how digital technologies are integrated into teacher education. To address this gap, this study combines a macro-level bibliometric analysis of 546 Web of Science publications with a micro-level TPK-based content analysis of 41 studies on Integrated Technologies in Teacher Education (ITTE). The bibliometric findings show that ITTE research is concentrated in the USA, Australia, and the UK, and has evolved from distance education, classroom teaching, and collaborative learning toward digital technologies, online teaching, digital literacy, and technology supported learning environments. Among the studies examined, the content analysis indicates frequent use of multimedia tools, learning management systems, data analysis technologies, and collaboration platforms, whereas assessment tools and technologies supporting inclusive learning remain limited. The findings highlight the need to better align technology use with pedagogical goals and learner needs in teacher education.
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