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This study examines teacher educators’ experiences with a professional development program—the Digitalization of Primary and Lower Secondary School Teacher Education (DigGiLU) project—offered at a Norwegian teacher education institution. A qualitative case study design was used, which incorporated semi-structured focus groups with 20 teacher educators (N = 20). The results show that teacher educators reported an increased awareness of the role of technology in teaching and learning. The participants underscored collegial knowledge-sharing activities involving the purposeful use of digital technology and collegial coaching with section coordinators as the most valuable aspects of professional development. The implications of these findings for teacher education are discussed.

AB STRA CT This article is a literature review of online peer-reviewed empirical studies from 2000 to 2013 regarding the development of digital competence of student teachers in teacher education qualified to teach in the secondary school grade level. The purpose of the review is to showcase and establish knowledge about empirical research on ICT-training in teacher education, and contribute with an overview of approaches for researchers, teacher educators, and policymakers on how teacher education develop student teachers’ digital competence for the secondary school grade level. A total of 42 studies met the inclusion criteria and were included in the review. Based on a thematic analysis of the studies, including coding and categorization strategies, eight approaches were identified: collaboration, metacognition, blending, modeling, authentic learning, student-active learning, assessment, and bridging theory/practice gap. The approaches consider ways that teacher education programs promote student teachers’ digital competence, and educate them in professionally using ICT for their future use in school and classroom teaching in secondary education.