Publications and Research
Document Type
Report
Publication Date
Summer 2025
Abstract
As equity is a core value of our program, we believe that it is important to not just offer exposure to computing and digital literacy activities to preservice teachers, but that our teacher education program intentionally incorporates design principles that support student agency, foster co-learning, highlight creativity and joy, understand how computing can be used for social action, and critically assess tech tools and cultures(CUNY Computing-Integrated Teacher Education, 2025). In sum, we want to make sure technology is integrated with thoughtful scaffolding that fosters more critical thinking and digital citizenship. As List et. al (2020) point out, “If pre-service teachers come to hold more sophisticated conceptions of digital literacy, they may implement more sophisticated digital literacy activities” (p. 17).This playbook offers a roadmap of how we created the goals of computing integrated and digital literacy into our education program, the steps we took to gain data to inform the development of our computing integrated teacher education program, and a description of the data-driven evolvement of our scope and sequence of courses with computing and digital literacy integration (a continuous work in progress). The aim is to support other teacher education programs to learn from our journey and to ultimately foster future teachers to embrace an equitable culturally responsive computing-integrated teaching approach.
Included in
Early Childhood Education Commons, Educational Technology Commons, Elementary Education Commons
