The digital pivot of 2020-21, which moved teacher education online, created a catalyst for teacher educators to develop their digital literacies. This paper reports on a Collaborative Inquiry which sought to examine the factors which influenced teacher educators’ digital skills during this time. Additionally, this paper aims to address the need for research on digital technology in teacher education, as previous studies have reported that some student-teachers feel ill prepared to engage with digital technology in their practice. In seeking to examine the factors which influence the development of teacher educators’ engagement with digital technology, this research adds to knowledge and understanding in this area, informing professional learning provision for teacher educators with digital technologies.
The Technology Pedagogy and Content Knowledge (TPACK) model was used to examine the ways in which teacher educators were influenced in their practice and what impact this had on their experience. Analysis highlighted how the positioning of teacher educators within the framework influenced their experience of teaching online. The lived experiences of teacher educators when using technology for teaching online moved beyond their understanding of content, pedagogy, and technology, and highlighted the importance of context. Relationships, wellbeing, and emotional factors influenced engagement with digital technology as it mediated social practices. The findings add to knowledge and understanding of teacher educators’ engagement with digital technology and have implications for professional development.