Reflecting on Preservice Teacher Technology Literacies: Survey Data and Student Artifacts to Influence Program Designs (Poster 1)

• In Event: Expansive Framings of “Capacity Building” in Computing Education: Agency, Infrastructuring, and Advocacy

Abstract

Summary
This study explores how Teacher Education faculty actively incorporate the needs, self-efficacy, and experiences of teacher candidates (TCs) into meaningful and equitable course and program designs, thus helping build capacity for the teacher education program through viable learner-centered pedagogical strategies. Around 250 TCs participated in the study (2020-2023). Students engaged in digital and computing education by evaluating and creating computational thinking integrated activities for their future students in K12 settings. The results show TCs experienced increased technological self-efficacy and there is a need for more conversations around equitable and critical computing to help develop an inclusive and meaningful learning experience.

Objectives and significance
This study examines TCs’ technological self-efficacy and their digital and computing competencies and explores viable student-centered pedagogical strategies to support TCs in equitable and meaningful computing education. The findings of the study could help understand how to effectively build the capacity of teacher education programs in a student-centered approach.

Theoretical framework
Technology can help bridge some educational equity gaps, especially for the underrepresented population (Liu, Spector, Ikle, 2018). However, research also shows that first-generation, low-income, and non-White had significantly lower levels of technological access (Banerjee, 2020). The quality of computing education is partly dependent on a teacher’s technological efficacy (Bower et al., 2015) as there is a positive correlation between technology-related access, technological efficacy, and academic outcomes. A lack of equitable access to technology deprives students of learning opportunities, thus further limiting their ability to leverage technology for problem-solving and empowerment.

Data and methods
250 undergraduate students participated in the study at a public urban university. A mixed-methods design was used to analyze both quantitative and qualitative data including artifacts, their self-reflections, surveys, and weekly exit slips. TC’s prior knowledge, cultural background, and evolving views around digital and computing literacies were analyzed. An independent-samples t-test was conducted to determine participants’ technological self-efficacy towards technology. The qualitative data from online surveys and self-reflections are analyzed through thematic analysis for common trends. Student artifacts are analyzed to identify elements that demonstrate students’ interests, strengths, struggles, collaboration skills, and digital and computing competencies.

Results
Results show TCs’ technological self-efficacy and interest increased over time and their attitudes toward digital and computing literacies became significantly positive. TCs embrace such pedagogical approaches as block-based programming, educational games, and collaborative learning. The study also shows a need to integrate culturally responsive pedagogy into equitable and critical computing practices as a crucial approach to creating an inclusive and meaningful learning experience that acknowledges and values diverse backgrounds to empower learners and give them a sense of agency.

Author

• Xin Bai, York College - CUNY