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Design/Approach/Methods: Grounded in multilingual digital storytelling (MDST), the qualitative case study examined experiences of 11 U.S. preservice teachers and 12 multilingual learners in Korea within an MDST project in a TESOL methods course. 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This qualitative case study examined the experiences of 11 U.S.-based preservice teachers (PSTs) and 12 MLs elementary students in Korea in the MDST project of a TESOL methods course.  \nCorresponding author:  \nJi Hye Shin, 30 Pryor Street SW Atlanta, GA 30303, USA. Email: [jshin17@gsu.edu](jshin17@gsu.edu)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nFindings: The findings showed that PSTs and MLs enhanced their appreciation for educational technology, multilingualism, and intercultural awareness. Although the project aimed to decenter English as a hegemonic language, both PSTs and MLs maintained traditional discourses that privileged English over MLs’ home language and targeted literacy correctness in written English only, moving away from the heterogeneous goals of the course project. PSTs and MLs also faced challenges in navigating technological tools, which negatively affected their perception of the project. Originality/Value: This study contributes to heteroglossic approaches in preparatory TESOL teacher education programs and improves the understanding of challenges in educational technology use for global multilingual exchanges to promote global citizenship.  \nKeywords  \nDigital story project, educational technology, heteroglossic approach, multilingual learners, TESOL teacher education  \nDate received: 27 February 2022; revised: 30 September 2022; accepted: 1 March 2023  \nIntroduction  \nDigital technologies with innovative and critical approaches offer meaningful teaching and learning opportunities, such as connecting local and global communities, expanding students’ worldviews, and promoting intercultural understanding and anti-bias education. Attaining intercultural competence through these opportunities is an educational goal required by national standards (e.g., the International Society for Technology in Education [ISTE]) in the United States; however, pre-service teachers (PSTs) often do not receive enough support and knowledge to become globally minded intercultural educators, especially as the creation of a globalized curriculum for students—including multilingual learners (MLs)—through innovative digital literacy practices is rare (Jiang et al., 2021; Leh et al., 2015) . Although studies have focused on how PSTs learn through multimodal, digital, and multi","cbCaiturz5YrZNIk","https://ap.wps.com/l/cbCaiturz5YrZNIk","pdf",1815122,25,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Originality/Value\n# Keywords\n# Introduction\n## Educational technology and intercultural competence\n## Background on digital literacy and digital story projects\n## Multilingual digital storytelling (MDST) and heteroglossia","[{\"question\":\"What is the purpose of the study described in the abstract?\",\"answer\":\"The study aims to explore how educational technology influenced a preparatory teacher education program using heteroglossic and global approaches.\"},{\"question\":\"What methodology and participants were involved?\",\"answer\":\"The study uses a qualitative case study based on multilingual digital storytelling (MDST), involving 11 U.S.-based preservice teachers and 12 multilingual learner elementary students in Korea.\"},{\"question\":\"What challenges affected participants’ perceptions of the project?\",\"answer\":\"Participants faced challenges navigating technological tools, and these challenges negatively affected their perception of the project.\"}]","U.S. Preservice Teachers Learning With Multilingual Learners in Korea Through Educational Technology - Bringing Heteroglossic and Global Approaches to TESOL Teacher Education | PDF",1792092751,63]