ABSTRACT
Technology can make classroom learning engaging, accessible, and inclusive; although it was used before COVID-19, it became critical in response to the pandemic. The increased need for technology required creativity in delivering and enhancing preservice instruction on assessment literacy while modelling the use of technology to integrate teaching, learning, and assessment. This study used the technological, pedagogical, and content knowledge framework to explore the development of preservice teachers as they integrated technology for assessment purposes. This case study collected data from 13 preservice teachers across two courses through narrative reflections, discussion posts, and reflective focus groups. Data were analyzed using a combination of inductive and deductive approaches, and researchers held regular sessions to discuss interpretation and reflexivity. Themes revealed that although some preservice teachers struggled to integrate technology, moving online during the pandemic created new awareness of the possibilities and challenges related to assessment and technology. Participants identified that although they were invested in using technology to optimize assessment, additional support and ongoing learning were required for integration into their pedagogy. These preservice teachers have returned to in-person learning with increased awareness about the role of technology and possibilities of integrating it into teaching, learning, and assessment.
