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Teacher education programs play a crucial role in developing teachers' equity/social justice mindsets and technology integration knowledge and expertise. Scholars have advocated for merging these two areas to support common curricular goals and access unique learning benefits. However, little is known about how equity pedagogy and technology integration intersect in preservice teacher (PST) education. This scoping review aims to expand knowledge and understanding at this intersection with the goal of developing a foundation for future research and practice. Findings revealed that relevant studies focused on two main styles of pedagogy: (1) leveraging technology to teach about equity and social justice (i.e., tech-infused equity pedagogy), and (2) adopting a critical stance toward technology's roles in schools and society (i.e., digital equity pedagogy). We provide a detailed description of these pedagogies and present useful systems of classification for related studies. We also present key implications of this work for PST education practice, policy, and scholarship.

The recent evolution of technology and the Internet has transformed how individuals find and share information. Research shows that citizens of all ages and backgrounds struggle with critical online information evaluation (COIE), which could result in serious societal consequences. Although it is crucial to develop student proficiency within this key information literacy construct beginning in middle school, there is currently no interdisciplinary framework for designing COIE instruction or assessments. To address this gap, we have developed a comprehensive COIE model for curriculum developers, assessment creators, and practitioners to implement at the secondary and post-secondary level. In this paper, we provide cross-disciplinary theoretical context and empirical grounding for our model, offer guidance for its practical application in the 6-16 curriculum, and discuss metacognitive and sociocultural considerations for developing and measuring learners' COIE proficiency.

The rapid expansion of technology and the internet has changed how we access and interact with information as a society. Amid this phenomenon, people of all ages and backgrounds struggle to evaluate the credibility of information they encounter online, including teachers. In order to ensure that the next generation of K-12 students are digitally literate, teacher education programs have a responsibility to improve preservice teachers' civic online reasoning (COR) abilities. Curricular interventions that teach COR strategies have shown potential in improving students' ability to detect misinformation online. This paper explores how a digital literacy intervention in an educational technology course impacted preservice teachers' COR abilities, strategies, and perceptions. Findings revealed that after the intervention, preservice teachers' COR abilities improved, their evaluation strategies evolved from content- to context-related, and their perceptions of scientific merit shifted from a surface-level understanding to a more critical perspective. This paper provides practical and scalable curricular recommendations for teacher educators and highlights the value of integrating COR interventions with sociocultural literacy theories.

Educators have recently begun using digital breakout games as an instructional strategy in K-12 and higher ed curricula. However, research has thus far explored outcomes associated with playing these games, rather than designing them. This study investigates what happened when 23 preservice teachers in a technology integration course designed digital breakout games for the secondary curriculum. By conducting a basic qualitative analysis, we found that digital breakout game design promoted skills, competencies, and perspectives in support of preservice teachers' future practice such as TPACK development, 21st-century learning, and positive technology integration perceptions and intentions. We provide evidence and implications for these findings, as well as opportunities for further research.

Background: Stealth assessment is a learning analytics method, which leverages the collection and analysis of learners' interaction data to make real‐time inferences about their learning. Employed in digital learning environments, stealth assessment helps researchers, educators, and teachers evaluate learners' competencies and customize the learning experience to their specific needs. This adaptability is closely intertwined with theories related to learning, engagement, and motivation. The foundation of stealth assessment rests on evidence‐cantered design (ECD), consisting of four core models: the Competency Model (CM), Evidence Model, Task Model, and Assembly Model. Objective: The first step in designing a stealth assessment entails producing operational definitions of the constructs to be assessed. The CM establishes a framework of latent variables representing the target constructs, as well as their interrelations. When developing the CM, assessment designers must produce clear descriptions of the claims associated with the latent variables and their states, as well as sketch out how the competencies can be measured using assessment tasks. As the designers elaborate on the assessment model, the CM definitions need to be revisited to make sure they work with the scope and constraints of the assessment. Although this is the first step, problems at this stage may result in an assessment that does not meet the intended purpose. The objective of this paper is to elucidate the necessary steps for CM development and to highlight potential challenges in the process, along with strategies for addressing them, particularly for designers without much formal assessment experience. Method: This paper is a methodological exposition, showcasing five examples of CM development. Specifically, we conducted a qualitative retrospective analysis of the CM development procedure, wherein participants unfamiliar with ECD applied the framework and showcased their work. In a stealth assessment course, four groups of students (novice stealth assessment designers) engaged in developing stealth assessments for challenging‐to‐measure constructs across four distinct projects. During their CM development process, we observed various activities to pinpoint areas of difficulty. Results: This paper presents five illustrative examples, including one for assessing physics understanding and four for the development of CMs for four complex competencies: (1) systems thinking, (2) online information credibility evaluation, (3) computational thinking, and (4) collaborative creativity. Each example represents a case in CM development, offering valuable insights. Conclusion: The paper concludes by discussing several guidelines derived from the examples discussed. Emphasizing the importance of dedicating ample time to fine‐tune CMs can significantly enhance the accuracy of assessments related to learners' knowledge and skills. It underscores the significance of qualitative phases in crafting comprehensive stealth assessments, such as CMs, alongside the quantitative statistical modeling and technical aspects of these assessments. Lay Description: What is currently known about this topic?: Stealth assessment represents an unobtrusive, automated formative assessment method.This method uses learning analytics within digital learning environments (e.g., games).The main purpose is to assess and foster the competencies of diverse learners. What does this paper add?: This paper serves as a conceptual and methodological guide.This paper focuses on the critical process of competency model development.Competency model development is a crucial step in the creation of stealth assessments. Implications for practice/or policy: Learning scientists and assessment designers can leverage this paper as a resource.Assessment designers can benefit from this paper and see various examples of the process. [ABSTRACT FROM AUTHOR]

ITSS, Inc. (a pseudonym), a leading provider of IT solutions and services in North America, provides a career development program to its 7,000 employees. Recent data collected through surveys and utilization reports indicated lower than desired satisfaction levels with the organization's various career development tools, resources, and programs, as well as with participation in those programs. This was a concern for ITSS, which asserts that its employees' knowledge, skills, and attitudes are a competitive advantage. In response, the organization engaged a team of graduate students to examine potential performance issues arising from these observations. As a first-level priority, we identified a performance gap regarding the current structure of the organization's career development program. Next, we launched a full needs assessment to uncover the root causes of the performance gap. Last, we identified and suggested interventions to improve performance-based outcomes for the organization. This study highlights the systematic and systemic approach we employed to define the performance outcomes and gap, analyze the causes, and align the most effective solutions to close the gap and support the organization's goals.* In addition to describing this case study in needs assessment, this article provides reflective descriptions of the actual process of sketching out the basic framework of the project, which included deciding how to use certain assessment methods, choosing informants, collecting and analyzing data, and arriving at findings and interventions. The goal of this added layer of information is to provide readers with a behind-the-scenes look at the process of a needs assessment, with the aim of demonstrating how needs assessments, like dedicated academic research, require inductive, deductive, and abductive thinking to provide value to the client organization. [ABSTRACT FROM AUTHOR]