Editorial: Rethinking Equity in EdTech Teacher Preparation

As schools worldwide continue to navigate the lingering effects of the COVID-19 pandemic, issues around equity, ethics and critical uses of technology have taken a more prominent role in current discourse. While these issues are not new, the COVID-19 pandemic illuminated significant, long-standing equity gaps experienced by many students. The articles in this issue confront issues of equity and argue for the need to equip teachers with the knowledge and skills needed to critically examine questions of pedagogy, ethics, and justice with emerging technologies – technologies that help students create, collaborate, and learn anyplace, anytime. Ideally, those of us involved in the education of teachers, and by extension K-12 students, should be reflecting on the ways edtech could potentially proliferate inequities, the role of teacher knowledge in addressing equitable pedagogies, as well as the role of research and policy in advancing just and humanized technology integration practices