Recent calls encourage teacher education programs to examine how they address equity within educational technology coursework. This study therefore conceptualizes equity specifically related to using digital tools with multilingual learners. Drawing on a technological pedagogical content knowledge (TPACK) framework informed by prior research on (language) teacher education and computer-assisted language learning, this study examines how preservice teachers described their knowledge base specifically related to using digital tools equitably with multilingual learners. Qualitative analysis of 17 preservice teachers’ course discussions, assignments, and interviews revealed that preservice teachers purposefully reflected on and selected digital tools to use that would support students’ language development and leverage students’ interests. They also reflected on structural inequities and advocacy related to technological implementation. This study encourages teacher educators to support preservice teachers in developing technologically savvy practices that are also linguistically responsive and humanizing by centering equity in TPACK.

中文翻译：

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在职前教师的技术教学内容知识中以多语言学习者的公平为中心 (TPACK)

最近的呼吁鼓励教师教育项目检查如何解决教育技术课程作业中的公平问题。因此，本研究将与多语言学习者使用数字工具相关的公平概念化。本研究借鉴了先前对（语言）教师教育和计算机辅助语言学习的研究提供的技术教学内容知识（TPACK）框架，探讨了职前教师如何描述与多语言学习者公平使用数字工具相关的知识库。对 17 名职前教师的课程讨论、作业和访谈的定性分析显示，职前教师有目的地反思并选择使用能够支持学生语言发展并激发学生兴趣的数字工具。他们还反思了结构性不平等以及与技术实施相关的倡导。这项研究鼓励教师教育工作者支持职前教师开发技术精湛的实践，这些实践也通过以 TPACK 的公平性为中心，在语言上具有响应性和人性化。