The Future of Technology-Infused Teaching and Learning: From Preparation to Professional Practice

Dear Colleagues,

The rapid evolution of digital technologies continues to transform education, reshaping how teachers teach and students learn. As technology becomes increasingly integrated into everyday instructional practices, it becomes critical to examine how technology can be infused across the continuum of teacher development—from preservice preparation to in-service professional learning and classroom implementation (Graziano et al., 2023). In educator preparation programs, technology infusion (Borthwick et al., 2022) is grounded in four key pillars: technology-integrated curriculum, modeled experiences, practice with reflection, and technology self-efficacy (Foulger, 2020). Although the four pillars are backed by research and change understandings (Jin et al., 2023; Sprague et al., 2023; Warr et al., 2023; Williams et al., 2023), more empirical research is needed to understand how technology can be effectively infused across all stages of teacher development, from preservice education to ongoing professional learning and classroom practice. This research area is essential for ensuring that educators are equipped to leverage technology to enhance student engagement and learning outcomes.

This Special Issue, titled “The Future of Technology-Infused Teaching and Learning: From Preparation to Professional Practice”, aims to explore innovative approaches, challenges, and opportunities in technology infusion within teacher education and professional learning. It seeks bold, innovative contributions that advance theory, research, and practice in this dynamic field. We invite you to share your insights, evidence-based strategies, and forward-thinking perspectives that will shape the future of technology infusion. We particularly encourage submissions that offer global perspectives and comparative studies on and cultural approaches to technology infusion, as these insights are critical for addressing diverse educational contexts worldwide.

Suggested themes include, but are not limited to,

• Conceptual and theoretical discussions of technology infusion;
• Technology infusion in preservice teacher education programs;
• Digital tools and research-based strategies for in-service teacher professional learning;
• Emerging technologies and their implications for technology infusion and teacher education;
• Empirical research on the continuum of technology infusion from preparation to professional practices;
• Global perspectives and comparative studies of technology infusion in teacher development.

We look forward to receiving your valuable contributions to this important conversation.

References

Borthwick, A. C., Foulger, T. S., & Graziano, K. J. (2022). Championing technology infusion in teacher preparation: A framework for supporting future educators. International Society for Technology in Education.

Foulger, T. S. (2020). Design considerations for technology-infused teacher preparation programs. Championing technology infusion in teacher preparation: A Framework for supporting future educators, 3–28.

Graziano, K. J., Foulger, T. S., & Borthwick, A. C. (2023). Design pillars for technology-infused teacher preparation programs. Contemporary Issues in Technology and Teacher Education, 23(1), 116–123.

Jin, Y., Clausen, J. M., Elkordy, A., Greene, K., & McVey, M. (2023). Design principles for modeled experiences in technology-infused teacher preparation programs. Contemporary Issues in Technology and Teacher Education, 23(1), 151–198.

Sprague, D. R., Zumpano, N. M., Richardson, J. W., Williamson, J., & Gray, L. (2023). Technology infusion and the development of practice: The quest to create digitally able teachers. Contemporary Issues in Technology and Teacher Education, 23(1), 199–227.

Warr, M., Driskell, S. O., Langran, E., Mouza, C., & Schmidt-Crawford, D. (2023). Curriculum design for technology infusion: A continuous collaborative process. Contemporary Issues in Technology and Teacher Education, 23(1), 124–150.

Williams, M. K., Christensen, R., McElroy, D., & Rutledge, D. (2023). Teacher self-efficacy in technology integration as a critical component in designing technology-infused teacher preparation programs. Contemporary Issues in Technology and Teacher Education, 23(1), 228–259.

Dr. Yi Jin
Dr. Teresa Foulger
Guest Editors

Manuscript Submission Information

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