This inquiry explored preservice teachers (PSTs) developing learner and professional identities while participating in a university course that explicitly incorporates the use of technology into teaching. The paper posits that it is important for initial teacher education to explicitly engage with the role of technology in these developing identities to minimise the risk of digital inequity, both for PSTs' learning and that of their future students. Two central questions are addressed: How did PSTs make sense of their identities as they took part in an educational technology course? And what challenges did they encounter in incorporating technology into their learning experiences? An exploratory case study of a group of tutors and participating students in an ongoing action research project directed at redesigned educational technology and innovation course at a higher education institution was undertaken for this inquiry. By critically interrogating students' reflexive accounts and focus group discussions with academics teaching into the course, this inquiry has investigated and built emerging explanations in relation to identity and digital equity.Implications for practice or policy:Positive learner and professional identities are associated with better outcomes.PSTs develop learner and professional identities in ways that are intertwined with their attitudes towards and experiences with technology.PSTs with negative digital learner-teacher identities may first experience digital inequity at university and subsequently contribute to digital inequity in their own future students - double jeopardy digital inequity.Initial teacher education should explicitly cultivate positive digital learner-teacher identities in preservice teachers.

中文翻译：

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身份和数字公平：对大学教育技术课程的思考

这项调查探索了参加学校课程的职前教师（PST），他们发展学习者和专业人士的身份，明确将技术的使用纳入教学。该论文认为，对于初等教师教育来说，重要的是要在这些发展中的身份中明确参与技术的作用，以最大程度地减少PST学习及其未来学生的数字不平等风险。解决了两个中心问题：PST在参加教育技术课程时如何理解自己的身份？在将技术融入他们的学习经历中，他们遇到了什么挑战？针对此调查，针对正在进行的行动研究项目中的一组导师和参与的学生进行了探索性案例研究，该项目针对高等教育机构中的重新设计的教育技术和创新课程。通过批判性地询问学生的反身陈述并与课程教学者进行焦点小组讨论，该调查研究并建立了有关身份和数字公平的新兴解释。实践或政策的含义：积极的学习者和专业身份与更好的结果相关。