The Covid-19 pandemic resulted in New Zealand schools closing and teaching occurring through digital media. This article reports research which applied Kearney et al.'s framework as a lens to examine student experience of digital learning at home during Covid-19. This framework provides three characteristics that influence learners' experience when using digital devices for learning: personalisation, authenticity and collaboration. High school students in their final two years of schooling (n = 1975) responded to a questionnaire consisting of quantitative and qualitative questions, with qualitative data analysed thematically and quantitative data with descriptive statistics. Aspects of Kearney et al.'s framework were reflected in participants' experience, but further characteristics were identified. Authenticity and collaboration facilitated learning, but participants valued supportive pedagogies and motivational strategies which enabled academic progress and enhanced wellbeing. Effective use of technology mediated supportive pedagogies, and an alternative framework was developed to incorporate these additional findings.

Digital technologies and the Internet are increasing in prominence in schooling systems. As schools and teaching evolve as a result of the integration of technologies teacher preparation will also change. This paper examines research exploring the preparation of teachers for the digital age through a systematic literature review of articles published between 2008 and 2018. The findings provide insight into what has and has not been studied across a range of literature and the alignment with the broader context of digital integration in schools. A focus on digital competencies was identified which was framed in three ways across the literature; generic digital competence, digital teaching competence and an emerging concept of professional digital competence. How student teachers learn to engage in the professional work of a teacher in a digitally infused education system should underpin future research. A model of professional digital competence is proposed. influence the work of teachers (Freeman, Adams Becker, Cummins, Davis, & Hall Giesinger, 2017). Teachers entering the profession need to be prepared for schools and education systems that are becoming increasingly digitised. When students graduate from an initial teacher education programme they should be confident in their ability to be a beginning teacher within the current and future context of schooling (Kaufman, 2015). The programmes that prepare teachers for their career should be informed by empirical evidence from research (Darling-Hammond, 2012). Research that explores the preparation of teachers for the digital age can be expected to change as digital technologies and infrastructure are introduced, integrated and then infused into schooling systems. Previous literature reviews have explored aspects of teacher preparation including the pedagogical approaches to develop digital competencies (Røkenes & Krumsvik, 2014), teacher education programmes preparing students for a knowledge society (Cochran-Smith et al., 2015) or models used within research (Voogt et al., 2013). The aim of this study is to answer the research question: What has been researched within studies examining the preparation of teachers for the digital age? The aim is to identify what research focus is needed for the future. Methodology A systematic approach was applied to locate articles reporting research about preparing teachers to be teachers in the digital age (Figure 1). Three education data bases, Education Source, A+ Education and Proquest Education (which includes ERIC) were searched using the keywords (initial teach* OR preservice teach* OR student teach*) AND (ICT OR digital OR computer) AND (program* OR course) across peer reviewed journal articles. The initial search was undertaken in the final week of January 2018 yielded 148 articles in Education source, 97 in Proquest and two in A+ Education. The second phase involved manually applying exclusion criteria by reviewing titles and abstracts. Included were journal articles that reported research about preparing students for ...

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