Researchers from CITE Central and Michigan state have come together with CUNY Ed faculty research associates and practitioners to understand faculty’s beliefs and values around computing-integrated teacher education, and how their curricular designs leverage digital and computational literacies and operationalize equity to support teacher candidate learning and practice of teacher education content and skills.
If you are a faculty member in the CITE initiative, please use this consent form to participate in the study and learn more here!
The student consent form can be found here [forthcoming link]
Findings will be shared with the broader computing and digital literacies education communities in scholarly and practitioner-focused publications, at conferences, and will be used to inform the CITE initiative moving forward.
Research Questions / Goals
Answering the following research questions will contribute to the broader knowledge base about how faculty and teacher candidates conceive of computing-integrated teacher education. Our study will also inform the CITE initiative, specifically by helping implementation teams operationalize computing, equity in design, and designing for content so they can better understand what they are hoping to integrate into teacher education and why.
Research Questions about Faculty
- To describe artifacts: How do faculty members’ designs integrate computing and digital literacies into teacher education?
- How do designs operationalize computing and digital literacies?
- How do designs operationalize equity, if at all?
- How do designs frame the relationships/connections between content areas and computing/digital literacies?
- To understand faculty priorities: What do faculty members prioritize in the design of computing-integrated lessons/activities?
- To understand faculty rationale: What are faculty members’ stated rationale for those priorities?
- To understand faculty beliefs and values: What beliefs and values are indexed in faculty rationales and designs?
- These might include values and beliefs about students, content, learning, computing/digital literacies, equity, teacher education, broader impacts
Research Questions about Teacher Candidates
- How do teacher candidates perceive their self-efficacy in computing and digital literacies, and how do these perceptions influence their motivation and willingness to integrate these literacies into their core instruction?
- How do teacher candidates perceive their self-efficacy related to integrating CDLs into their core instruction?
- What are pre-service teachers’ attitudes and beliefs towards the role of CDLs in their future classrooms (to support student learning)?
- Equity-focused questions
- What roles, if any, do pre-service teachers believe that integrating computing and digital literacies into their instruction could play in supporting equitable learning in their classrooms?
- How are pre-service teachers operationalize and design for equity when they integrate CDLs into their instruction?
- Content-focused questions
- How do pre-service teachers’ conceptions of CDL inform their design of classroom artifacts?
- What connections, if any, do pre-service teachers make between CDLs and content/subject areas?
- How do students perceive their participation in CUNY CITE activities and assignments?
- What are the experiences and attitudes of teacher candidates towards technology in their personal lives and learning?
- What factors do teacher candidates experience as barriers and facilitators when using technology in their personal lives and for learning?
- How, if at all, might these experiences and attitudes shape their perceptions and use of technology in their future teaching practice?