What to teach? Strategies for developing digital competency in preservice teacher training

Abstract

Developing digital competencies is a critical component of preservice teacher training. However, this is a complex process which includes a range of different strategies. Moreover, little is known about how they come together as an integrated approach to prepare future teachers for educational technology use. Therefore, the aim of this study is to examine relationships among strategies to develop digital competence in preservice teacher training. Association rules analysis was conducted on a questionnaire dataset of 931 preservice teachers' experiences in their training, representing the six strategies. Results showed four distinct clusters of associated strategies, revealing a new integrated approach for the development of digital competence in teacher training. Specifically, multi-directional and dynamic relationships in strategies are needed to improve preservice teachers’ experiences developing digital competencies. Future directions for research are discussed.