| Sumario: | Background: With the rapid advancement of digital technology, student teachers must be proficient in evaluating digital information, resilient to digital distractions, and able to discern the usefulness of Information and Communication Technology. Objectives: This study investigates the relationships between these concepts at two points in time. Methods: The sample includes 153 student teachers from a Norwegian university. Results and conclusion: Factor analysis supports a model with three unique concepts at both T1 and T2, maintaining an identical factor structure. However, five out of nine items display low levels of test–retest reliability, coupled with inadequate measurement invariance across time for the concepts. A consistent factor structure is necessary before checking for variations in items and concepts. Therefore, longitudinal studies are required for both methodological and substantive purposes. Resilience to digital distractions (T1) exhibits a positive relationship with the evaluation of digital information (T2). Further studies exploring this relationship over time appear crucial. Lay Description: What is already known about this topic: It is important that student teachers can evaluate digital information both during their teacher studies and as future teachers.Student teachers need to solve situations with potential digital distractions.Student teachers need to know about the usefulness of Information and Communication Technology (ICT) to be professional teachers for the 21st century.The emergence of digital technology has the potential to differentiate and motivate learners in schools. What this paper adds: The factor structure appears to be equal when measuring the concepts at two points of time.The factor loadings and item variation appear to be inequal across time.Student teachers reported being concerned about evaluating digital information they encounter throughout their studies.Yet, student teachers reported being able to deal with potential digital distractions.More longitudinal studies are required both for methodological and substantial purposes. Implications for practice and/or policy: It is important to maintain the emphasis on source criticism in teacher education programmes.It is crucial that teacher education programmes provide examples of how ICT can contribute to improve teaching.It is essential to adopt evidence‐based strategies to develop resilience to digital distractions.Resilience to digital distractions (T1) has a positive relationship with evaluation of digital information (T2).More research is needed on how to support resilience to digital distractions.
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