Embedding Digital Literacies in the Language Teacher Education Curriculum: Pre-Service and In-Service Teachers' Perspectives.

This article presents an empirical study on embedding digital literacies into a graduate-level language teacher education curriculum through two technology-mediated collaborative tasks: collaborative reading for writing (CRW) using Perusall and Google Docs, and collaborative infographic composing using Canva. Twelve pre-service and in-service language teachers from diverse linguistic backgrounds participated, reporting multiple benefits including enhanced content learning, cognitive scaffolding, communication and collaboration skills, creativity, motivation, pedagogic skills, and digital literacy development. Participants also described plans to transfer these digital pedagogy practices into their own teaching by using the same tools, adopting similar tasks, or extending digital assignments. The study contributes to the underexplored area of digital pedagogy in language teacher training and highlights the potential of integrating digital literacies to prepare teachers for technology-enhanced language instruction.