Publications and Research
Document Type
Presentation
Publication Date
Spring 4-12-2024
Abstract
This research investigates how Teacher Education faculty incorporate the needs, self-efficacy, and experiences of teacher candidates (TCs) into curriculum and program designs. The quality of computing education is partly dependent on a teacher’s technological efficacy as there is a positive correlation between technology-related access, technological efficacy, and academic outcomes(Bower et al., 2015). A low self-efficacy may be due to a lack of access to resources and equitable learning opportunities. To address such a social justice issue, a student-centered game-based learning approach was designed in a course toward “an intentional, equity-focused vision to improve access, engagement, and achievement” for all students (CSTA, 2020). Additionally, the faculty underwent a comprehensive professional development (PD) program (CUNYCITE, n.d.) over two years to integrate computational thinking (CT) across disciplines. The course design went through an iterative revision process informed by survey data and student artifacts generated throughout the semester and the CUNY CITE faculty PD. The goal is to strengthen the technology integration in the teacher education program and to enhance self-efficacy amongTCs. It aims to empower learners, nurture joyful and meaningful game-based learning experiences, and advance the program toward social justice.
This poster showcases the impact of the initiative through this course, spotlighting the improvement in TC’s technological self-efficacy facilitated by an equity-focused learning approach. It also shares best practices and insights, contributing to the ongoing dialogue of integrating computing into teacher education.
Comments
Originally presented at the American Educational Research Association (AERA), Philadelphia, on April 12, 2024.