[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-594181-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-594181-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","incorporating-digital-technologies-into-initial-teacher-education-enhancing-preservice-teachers-skills","Incorporating Digital Technologies into Initial Teacher Education - Enhancing Preservice Teachers’ Skills","","Little is known about how preservice teachers learn the technological pedagogy and digital skills expected for graduation teaching. This article examines how digital technologies are incorporated into Initial Teacher Education in Victoria, Australia, focusing on the Bachelor of Education and identifying development opportunities for TPACK and digital skills. Case studies at two universities use interviews and artefacts, analyzed through a Professional-Digital-Competence framework, showing predominant embedding in authentic learning tasks and limited in-class follow-up.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/incorporating-digital-technologies-into-initial-teacher-education-enhancing-preservice-teachers-skills/594181/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/incorporating-digital-technologies-into-initial-teacher-education-enhancing-preservice-teachers-skills/594181.png","ImageObject",300,407,{"name":42,"@type":43},"Kurz","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the study investigate about preservice teachers and digital skills?","Question",{"text":63,"@type":64},"The study examines how digital technologies are incorporated into Initial Teacher Education and what opportunities exist for developing Technological Pedagogical Content Knowledge (TPACK) and digital skills.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were the case studies conducted and what data was used?",{"text":68,"@type":64},"Case studies compared practices at two universities in Victoria. 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This article examines how digital technologies are  \nincorporated into Initial Teacher Education in Victoria, Australia,  \nspecifically the Bachelor of Education, and identifies development  \nopportunities for Technological Pedagogical Content Knowledge  \n(TPACK) and digital skills. Case studies were conducted to  \ninvestigate the practices at two universities. Data was collected  \nthrough interviews and the collection of artefacts. Analysis was  \nconducted using the lens of a Professional-Digital-Competence (P-D  \nC) framework. The analysis indicates that digital technologies are  \nembedded predominantly within authentic learning tasks that  \nreplicate graduate teacher practice. The analysis reveals that  \nuniversities expect Preservice Teachers to learn most of their generic  \nteaching digital skills on teaching placements. These experiences  \noccur separately from university and typically lack in-class follow-up.  \nIt is argued that Initial Teacher Education institutions should  \nintegrate the digital knowledge and skills developed at university with  \nthe practical application of digital technologies learnt on school  \nplacements. Initial Teacher Education institutions should also review  \nthe design of assessments to deepen Preservice Teachers’ TPACK  \ndevelopment.  \nKeywords: teacher education, digital technologies, skills, TPACK, case study  \nIntroduction  \nThe challenge of modern teaching is that it requires a breadth of knowledge and skills to be developed during Initial Teacher Education. This is so that upon graduation, Preservice Teachers are aptly prepared to plan and implement lessons that are engaging and incorporate modern learning techniques. To meet this challenge, countries such as Canada, Japan, and New Zealand have sought to create contemporary curriculums that include a strong focus on computer science and the use of digital technologies (Canadian Broadcasting Corporation, 2022; Ministry of Education, 2022; National Center on Education and the Economy, 2021) . The imperative of digitally competent teachers prompted the introduction of the Digital Technologies curriculum as a part of the Technologies domain in Victoria, Australia (Victorian Curriculum and Assessment Authority [VCAA], 2017) . Initial Teacher Education programs are now expected to equip graduates with the skills necessary to integrate digital technology within their teaching activities (Tondeur, 2018) .  \nThe varying practice within Initial Teacher Education programs of how Preservice Teachers learn digital competency is an area of concern. Writing in 2014, De Silva Joyce et al. lamented the paucity of information about the ICT skills and knowledge expected of Preservice Teachers in completing the assessments for their degree. There remains a distinct lack of scholarly work focused on this problem, with the exceptions of Gill et al. (2015), Lane et al. (2015), and Tondeur et al. (2017) . This article examines the practice of two Victorian Initial Teacher Education institutions. The aim is to reveal how digital technologies are being incorporated into their Bachelor of Education (Primary) programs, particularly in relation to in-class activities and assessment tasks, and inform the academe of these practices to facilitate improvements in digital pedagogy within Initial Teacher Education programs.  \nInitial Teacher Education institutions have the responsibility to ensure Preservice Teachers have opportunities to learn about digital technologies and demonstrate them in teaching practice. Digital technologies are also constantly changing and advancing in their capabilities. These technologies encompass hardware, software, mobile devices, and social media. This ar","cbCaihCEN37chlOL","https://ap.wps.com/l/cbCaihCEN37chlOL","pdf",345632,25,"English","# Introduction\n# Literature Review\n# Research Questions\n## Case Study Approach and Framework","[{\"question\":\"What does the study investigate about preservice teachers and digital skills?\",\"answer\":\"The study examines how digital technologies are incorporated into Initial Teacher Education and what opportunities exist for developing Technological Pedagogical Content Knowledge (TPACK) and digital skills.\"},{\"question\":\"How were the case studies conducted and what data was used?\",\"answer\":\"Case studies compared practices at two universities in Victoria. Data were collected through interviews and the collection of artefacts.\"},{\"question\":\"What does the analysis suggest about where generic teaching digital skills are learned?\",\"answer\":\"Universities expect preservice teachers to learn most generic teaching digital skills during teaching placements. These experiences typically occur separately from the university and often lack in-class follow-up.\"}]","Incorporating Digital Technologies into Initial Teacher Education - Enhancing Preservice Teachers’ Skills | PDF",1792078672,63]