Abstract The purpose of this study was to examine the effects of teacher education courses for technology integration (TECTI) on pre-service teacher knowledge. Knowledge is both the practical and conceptual knowledge that goes into technology integrated teaching and learning in PK12 classrooms. Subgroup analyses were executed to examine literature-based course design features (e.g., lesson planning) for TECTI and study features (e.g., measurement validity) hypothesized to moderate the effects. Following a carefully designed search strategy and coding process, this study narrowed down N = 2936 studies from five academic databases to a final set of n = 38 studies with k = 46 independent effect sizes. This meta-analysis captured the data from 3271 pre-service teachers with a statistically significant, positive effect size on knowledge at 1.057 (C.I. 0.836, 1.278) using a random-effects model. None of the course design features nor the study quality features were statistically significant. No evidence of publication bias was detected. A full discussion with limitations and future research is provided.

中文翻译：

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技术整合教师教育课程对职前教师知识的影响：元分析研究

摘要 本研究的目的是检验技术整合教师教育课程（TECTI）对职前教师知识的影响。知识是在 PK12 课堂中进入技术集成教学和学习的实践和概念知识。执行亚组分析以检查 TECTI 的基于文献的课程设计特征（例如，课程计划）和假设可以减轻影响的研究特征（例如，测量有效性）。遵循精心设计的搜索策略和编码过程，本研究将 N = 2936 项研究从五个学术数据库缩小到最终的一组 n = 38 项研究，其中 k = 46 个独立效应量。这项荟萃分析从 3271 名职前教师中获取了数据，对知识具有统计学意义的积极影响大小为 1.057 (CI 0.836, 1.278) 使用随机效应模型。课程设计特征和学习质量特征均无统计学意义。没有发现发表偏倚的证据。提供了有关局限性和未来研究的全面讨论。