Developing and validating tools to assess digital content integration in pre-service teachers’ practice lessons

This study reported on developing and validating two assessment tools for pedagogical instructors of pre-service teachers concerning integrating digital content in different levels of active learning into their practice lessons: A self-report questionnaire and an observation tool. Based on 1,657 observations of seventy-two pedagogical instructors, the findings showed that the more guidance the pre-service teachers received, the more they created original digital content. These findings have implications for teacher education and highlight the need for increased support and training for pedagogical instructors to effectively guide pre-service teachers in integrating digital content. Future research could build on these findings by examining the tools’ applicability and exploring other factors that may influence the integration of digital content, such as generative AI in educational settings.