Integrating Computational and Digital Literacies in Teacher Education: Understanding Preservice Teachers’ Beliefs, Self-Efficacy, and Attitudes

• In Event: AERA Roundtable Session Saturday 5:10 pm Four Seasons Ballroom 4
  In Roundtable Session: Enhancing Teacher Preparation: Validating Inquiry-Based Practices, Critical Assessment, and Evolving Perceptions in Education (Table 8)

Abstract

This study explored pre-service teachers' (PSTs’) beliefs, self-efficacy and attitudes toward computational and digital literacies (CDLs) and integration in the K-12 classroom following prior research on their faculty’s perspectives on CDLs. We used a mixed-methods framework, collecting survey data before and after the semester and conducting semi-structured interviews to validate the quantitative data. The pre- and post-survey data indicated a change in PSTs’ beliefs about the value of CDLs and their self-efficacy related to implementing them in learning and teaching. The interview data supported these findings and provided detailed insights into the positive changes in PSTs’ beliefs, self-efficacy, and attitudes.

Authors

• Olamide Boluwatife Ogungbemi, Michigan State University

• Michelle C. Fraboni, Queens College - CUNY

• Nadia S. Kennedy, CUNY - New York City College of Technology

• Melissa Garcia, Lehman College - CUNY

• Line Saint-Hilaire, Queens College - CUNY

• Marta Cabral, College of Staten Island - CUNY

• Spence J. Ray, Cornell Tech/Michigan State University

• Aman Yadav, Michigan State University