Abstract

As life becomes more dependent on digital technologies, there is a worldwide shift toward including digital technologies content, including computational thinking and other computer science elements, in primary school curricula. The introduction of new curricular content presents challenges for the preparation of teachers required to implement it. This study presents pre-service teachers’ self-assessment of their digital technologies confidence and their teaching while on a professional experience placement. An analysis of data from a survey of pre-service teachers from a regional university in Australia provided some indications of knowledge of digital technologies among preservice teachers. Implications for the updating of teacher preparation programs are discussed. This paper offers a unique contribution to the field by unpacking the work samples provided and aligned to the Australian Curriculum: Technologies and investigates pre-service teachers’ knowledge and skills required to complete the suggested activities.

Citation

Redmond, P., Albion, P., Cantle, R., Martin, D. & Jones, D. (2023). Pre-service Teachers and the Digital Technologies Curriculum. In E. Langran, P. Christensen & J. Sanson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1037-1042). New Orleans, LA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 1, 2025 from https://www.learntechlib.org/primary/p/221962/.

© 2023 Association for the Advancement of Computing in Education (AACE)