Fostering Equity Through Computing and Digital Literacy Integration in Urban Community College Teacher Education Programs

Session Type: Working Group Roundtable

Abstract

This working group roundtable will share work from three community college teacher education programs in NYC. We share ways to use digital literacy and computational thinking as a tool for supporting traditionally underserved community college students in pre-service teacher education. Our computing integrated interventions provide foundational skills that will enable students to use technology in ways that foster their self-efficacy as computational thinkers and encourage a critical lens for viewing technology. We explore digital media, the way language is used in technology, and how hands-on problem solving involves computational thinking processes. This session will share preliminary data on the impact of these projects to provide implications for how to embed computational and digital capacities within community college teacher education coursework.

Sub Unit

• SIG-Technology as an Agent of Change in Teaching and Learning

Chair

• Sara Vogel, City University of New York

Papers

• I Do, We Do, You Do: Introducing Computational Thinking to Teacher Education Faculty and Students - Cara Kronen, Borough of Manhattan Community College; Rebecca Garte, Borough of Manhattan Community College; Jennifer Gilken, Borough of Manhattan Community College

• Fostering Linguistic Justice in “Computer Science for All” - Leigh Garrison-Fletcher, LaGuardia Community College - CUNY; Bede McCormack, LaGuardia Community College - CUNY; Monika Ekiert, LaGuardia Community College - CUNY; Joanna Maulbeck, Kingsborough Community College - CUNY

• Teacher Candidates’ Perceptions Toward Computing Integration and Digital Literacy Within a Community College Teacher Education Curriculum - Laura A. Scheiber, Kingsborough Community College - CUNY; Denise Farrelly, Kingsborough Community College - CUNY; Joanna Maulbeck, Kingsborough Community College - CUNY

Discussants

• Lindsay Woodward, Drake University

• Sara Vogel, City University of New York