A copy of this work was available on the public web and has been preserved in the Wayback Machine. The capture dates from 2020; you can also visit the original URL.
The file type is
This inquiry explored preservice teachers (PSTs) developing learner and professional identities while participating in a university course that explicitly incorporates the use of technology into teaching. The paper posits that it is important for initial teacher education to explicitly engage with the role of technology in these developing identities to minimise the risk of digital inequity, both for PSTs' learning and that of their future students. Two central questions are addressed: How diddoi:10.14742/ajet.5552 fatcat:jijk5mm3zjalxaeq2gnye5vmfi