Preservice Teachers Learning Computational and Digital Literacies: The Realities of Connecting Theory and Practice

• In Event: Constructing Futures with Technology: Digital Literacies, AI Integration, and Transformative Teacher Preparation

Abstract

This study examined preservice teachers' learning experiences in an educational technology course and how they influenced their self-efficacy beliefs about CDL integration into teaching and learning. Data from classroom observation assignments, surveys, and interviews with recent graduates revealed that they felt prepared to implement CDL practices after completing the course. Interviews and observation assignments showed strong self-efficacy and perceived value of CDLs for student learning, but also highlighted significant challenges in implementation, including limited resources, lack of administrative support, and little opportunity to see mentors model innovative CDL practices. Results highlight the disconnect between theory and practice in the field, emphasizing the need for partnerships between schools of education and K-12 institutions to support innovative CDL implementation in classrooms.

Author

• Michelle C. Fraboni, Queens College - CUNY