CITE conducts and funds research projects to drive implementation, strategic planning, and continuous improvement, as well as to contribute knowledge about computing-integrated teacher education with the broader field.
Below, find links to our research initiatives and resources:
- 2023-2024 Faculty Research Grants
- 2022-2023 Faculty Research Grants
- CITE’s Research Practice Partnership
- Resources for conducting CITE research
- Learning from data in the CITE initiative
Disseminations
The CITE community has contributed a great deal of research on computing and digital literacies integration to K-12 disciplinary fields, teacher education, computing education, bilingual and special education.
See a selection of publications below, or see our full gallery of contributions here.
Akiba, D. (2022). Computational Thinking and Coding for Young Children: A Hybrid Approach to Link Unplugged and Plugged Activities. Education Sciences, 12(11), 793. Retrieved from http://dx.doi.org/10.3390/educsci12110793
Akiba, D., & Fraboni, M. C. (2023). AI-Supported Academic Advising: Exploring ChatGPT’s Current State and Future Potential toward Student Empowerment. Education Sciences, 13(9), Article 9. https://doi.org/10.3390/educsci13090885
Bondie, R., & City, E. (2024, April). AI-powered Simulation Drives Teacher Learning. Learning Forward. https://learningforward.org/journal/where-technology-can-take-us/ai-powered-simulation-drives-teacher-learning/
Fraboni, M., & Akiba, D. (2023). Promoting CT- and CT Integration-Affirming Attitudes, Beliefs, and Skills Among Teacher Candidates Through Metacognitive Reflections. In T. Bastiens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 303–308). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/222518/.
Haydar, H.N. (2023). Computational Thinking In Childhood Mathematics Education: Toward a strategic Use of Digital and Computational Literacies In Teacher Preparation. EDULEARN23 Proceedings, pp. 5988-5994. IATED: Palma, Spain. https://library.iated.org/view/HAYDAR2023COM
Kolb, L., Greene, K., & Terry, C. (2024, April). Are New Teachers Prepared To Use Education Technology? Learning Forward. https://learningforward.org/journal/where-technology-can-take-us/are-new-teachers-prepared-to-use-education-technology/
Nwoke, I., Vogel, S., Patel, A., & Velez, J. (2024). Situating Equity in Technology Integrated Teacher Education: Supporting Faculty Learning. Proceedings of the 18th International Conference of the Learning Sciences – ICLS 2024, 2227–2228. https://2024.isls.org/proceedings/
Phelps, D., Santo, R., Vogel, S., Patel, A., Angevine, C., & Velez, J. (2024). Problems of Practice in Scaling Computational Thinking and Digital Literacies in Pre-service Teacher Education Efforts. Proceedings of the 18th International Conference of the Learning Sciences – ICLS 2024, 2175–2176. https://2024.isls.org/proceedings/
Prince, T. (2023). Enhancing Linear Algebra Learning through Computational Thinking: A Project-Based Approach. HETS Online Journal, 13(2), Article 2. https://doi.org/10.55420/2693.9193.v13.n2.129
Sibilin, C. S. (2023). Education and the Epistemological Crisis in the Age of ChatGPT. Critical Review, 0(0), 1–12. https://doi.org/10.1080/08913811.2023.2284042
Vogel, S., Yadav, A., Phelps, D., & Patel, A. (2024). Entry Points for Integrating Computing and Tech into Teacher Education: Addressing Problems and Opportunities with the EnCITE Framework. Journal of Technology and Teacher Education. https://www.learntechlib.org/primary/p/223851/ (open access here: https://academicworks.cuny.edu/oaa_pubs/27/)
Yuan, T., & Patel, A. (2022). “If Young Children Can Code, Why Can’t We Try?”: Computational Storytelling in Early Childhood Teacher Education. Childhood Education, 98(6), 56–61. https://doi.org/10.1080/00094056.2022.2144612
