Town Halls, Graffiti Walls, and Exploding Atoms: Dialogue, Engagement, and Perspective-taking in Online Teacher Education

The Intersection of Equity Pedagogy and Technology Integration in Preservice Teacher Education: A Scoping Review

“…Research shows that equity pedagogy can raise PSTs’ awareness of concepts such as race, culture, and discrimination (Rudge, 2015; Sleeter, 2001), strengthen their commitment to equity and justice ideals (Cochran-Smith, 2009; Leon & Bennett, 2019), and help them develop justice-oriented values systems (Martin & Ngcobo, 2015). However, PSTs often struggle to link equity and social justice theories to practice (Dover, 2013; Streeter et al, 2021), highlighting a need for more focused attention in this area of the curriculum (Guyton, 2000; Petersen, 2014).…”

“…A shared purpose of these pedagogies is preparing preservice teachers (PSTs) to teach in a 21st-century society shaped by diversity and technological innovation. However, PSTs often struggle to link theory to practice in these areas (Blanchard et al, 2018; Dover, 2013; McShay, 2005; Streeter et al, 2021), which may impede their development of crucial competencies (Domine, 2012; Foulger et al, 2017; McShay & Leigh, 2005; Solvie, 2013). Therefore, scholars have recommended that critical pedagogues and technology integration specialists seek opportunities to “join forces” (Stevens & Brown, 2011, p. 33) and adopt an interdisciplinary approach to their pedagogy (Damarin, 1998; Foulger et al, 2012, 2017; Guyton, 2000; McShay, 2005; Petersen, 2014) to increase PSTs’ opportunities for learning.…”