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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.

Although access to technology has substantially increased in U.S. schools, inequities in technology usage persist, especially in classrooms serving disproportionately higher numbers of minoritized students. Driven by expert recommendations for increased teacher preparation focused on addressing this phenomenon, we sought to cultivate preservice teachers' (PSTs') digital equity mindsets in a stand-alone technology integration course. A qualitative analysis of pre- and post-course drawings and written reflections where PSTs indicated their intentions to build digital equity in the curriculum showed a significant evolution of their mindsets in five related dimensions of digital equity. This study provides novel insight into how PSTs' digital equity mindsets can be effectively cultivated, and how doing so might engender more equitable technology integration practices in the K-12 curriculum. • A technology integration course was redesigned to cultivate preservice teachers (PSTs) "digital equity mindsets". • Through qualitative analysis, the authors identified five "dimensions of digital equity" in which PSTs' mindsets evolved. • Each dimension features contrasting perspectives about teaching with technology on a least-to most-equitable continuum. • This study provides insight and guidance for cultivating PSTs' digital equity mindsets within these five key dimensions. [ABSTRACT FROM AUTHOR]