ABSTRACT
There is an international impetus to incorporate emerging technologies in K–12 science preservice teacher (PST) education. Yet, to date, there is no consensus on emerging technology use for PST science teaching and learning. A qualitative research synthesis method was employed to examine 54 selected research articles published within a 11-year period (2010–2021). This analysis of literature focused on the affordances and accessibility of emerging technology utilization in science PST education. Nearly a quarter (n = 13) of the articles employed virtual simulations as the chosen emerging technology for science PST education. Over half originated in the United States (n = 20) or Turkey (n = 14), and over half focused on supporting primary-level PSTs (n = 28). Twenty-four sampled articles described how emerging technologies provided opportunities for PSTs to learn science content or use it in teaching practices. Access to emerging technologies was the most common issue discussed in the articles, with studies citing concerns about initial purchases (n = 6) and needs for infrastructure and maintenance (n = 7). Recommendations focus on strengthening practices in integrating emerging technologies into classroom practices, promoting safety and convenience, and consideration of accessibility, equity, and global perspectives of emerging technologies to support science PSTs.
