Preparing preservice teachers to teach with digital technologies: An update of effective SQD-strategies

Abstract

This systematic review responds to the critical need to equip preservice teachers with the competencies to use technologies within an increasingly digital educational landscape. Given the fact that new ways to learn digitally are constantly emerging, new strategies are needed to support future teachers' digital practices in a different context. This replication study builds upon the Synthesis of Qualitative Data (SQD) model, offering an updated synthesis of effective strategies. Using the PRISMA-methodology, the study critically analyses qualitative evidence from the past 12 years, identifying both persisting and emerging strategies for preservice teacher preparation in the digital age. Findings from the updated SQD-model (SQD2) introduce new themes, including “Digital Identity”, “Instructional Design Models”, and “Affective Dimensions.” These new themes complement the original SQD-model by addressing diverse experiences and technology-specific pedagogical approaches. The discussion section explores the implications and practical applications of these findings, highlighting pathways to enhance digital competency in preservice teacher education. • The development of preservice teachers' digital competencies is a critical component of their training. • The SQD model has been the basis of empirical studies into strategies to develop preservice teachers' digital competencies. • The SQD-model is over 10 years old and requires updating to effectively reflect current strategies in this field. • Analysis of the past 10 years of literature on preservice teachers' digital competence reveals a change in strategies in this area. • New strategies include Digital Identity, Affective dimensions, Pedagogical Reasoning and the Role of AI.

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