Given the rapid technological advancements and the lessons learned from the COVID-19 pandemic, it is essential to reflect on teacher candidates’ preparedness in using educational technologies. It is also important to implement best practices in teacher education programs and ensure that teacher candidates strive in a digital world upon program completion. Accordingly, this research aims at revising the offered digital technology courses in the Teacher Education program at Brock University and exploring their impact on teacher candidates’ digital competencies.

This research is funded by the Centre for Pedagogical Innovation, Brock University ($15,000).

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Estaiteyeh, M., & DeCoito, I. (2023). Differentiated instruction in digital video games: STEM teacher candidates using technology to meet learners’ needs. Interactive Learning Environments. https://doi.org/10.1080/10494820.2023.2190360

DeCoito, I., & Estaiteyeh, M. (2022). Online teaching during the COVID-19 pandemic: Exploring STEM teachers’ curriculum and assessment practices in Canada. Disciplinary and Interdisciplinary Science Education Research, 4(8). https://doi.org/10.1186/s43031-022-00048-z

DeCoito, I., & Estaiteyeh, M. (2022). Transitioning to online teaching during the COVID-19 pandemic: An exploration of STEM teachers’ views, successes, and challenges. Journal of Science Education and Technology, 31(3). 340–356. https://doi.org/10.1007/s10956-022-09958-z

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