Learning Across Domains: Exploring Elementary Preservice Teachers’ Understanding of Technology’s Role in Equity Pedagogy

This qualitative study explored how elementary preservice teachers (PSTs) in an equity-centered teacher preparation program understood technology’s role in equity pedagogy. Drawing on two focus groups of five PSTs each—organized to reflect the most recent cohort’s division into separate sub-cohorts—and a short reflective writing activity, we examined (1) how the PSTs conceptualized the relationship between technology and equity pedagogy, (2) what opportunities and challenges they perceived at this intersection, and (3) how various aspects of their program shaped their understanding. While PSTs generally viewed technology as a tool for advancing equity pedagogy, their understanding varied considerably between the two sub-cohorts, particularly in terms of their knowledge, confidence, and perceived barriers to teaching at the intersection of these domains. These differences appeared to stem from how well-supported PSTs felt in making connections between these domains across their coursework, field experiences, and peer interactions. This study reinforces the need for more intentionally integrated coursework that equips PSTs to use technology for advancing equity in the K–12 curriculum.