Preparing literacy teachers for integrating technology

A survey of 199 literacy professors explored the supports and barriers related to three outcomes (1) types of technologies they prepared teachers to integrate, (2) methods they used to prepare teachers to integrate technology, and (3) digital literacy strategies they prepared teachers to use, using a mixed response model. Time, access to equipment and professional development, and literacy professors’ interest and knowledge about integrating technology supported the types of technologies they taught and methods they used to prepare teachers. Time, access to technical support, and literacy professors’ interest in integrating technology supported the digital literacy strategies they prepared teachers to use. Time was a barrier to both the methods that literacy professors used and digital literacy strategies they prepared teachers to use. Our findings underscore the importance of providing time for literacy professors to plan and practice technology integration to improve their teacher preparation practices. Copyright © 2022 Journal of Literacy and Technology.