Pump up the Volume on Student Voice: Co-Constructing CTDEL Knowledge Through Multimodal Experiences

• In Event: Walking the Walk and Changing the Talk: Teacher Educators and Teacher Candidates Co-Constructing CTDEL (Computational Thinking and Digital Equitable Literacies) Practices

Abstract

Summary
We investigated models of Computational Thinking and Digital Equitable Literacies (CTDEL) instruction in teacher preparation programs across different programs: TESOL, bilingual, special, and early childhood education. Teacher candidates (TCs) were enrolled in clinically rich courses, where we investigated their interest in learning and co-constructing learning on CTDEL. We presented TCs with two contexts: a) coursework infusion and b) co-constructed play/tinkering experiences. These modalities allowed us to compare and contrast effective models of CTDEL instruction.
Objectives
Combining CTDL with coursework alone is insufficient for sustainable learning (Yadav et al., 2017). Teachers' excitement for CTDEL-related professional development stems from the ability to "connect and create" with disciplinary colleagues (Jocius et al., 2021). These findings highlight the need for hands-on models in teacher preparation for CTDEL. Our objective is to investigate if incorporating TC’s voice in co-constructing learning experiences impacts TC’s' interest in applying CTDL in their practice.
Theoretical Framework
We centered our work on Equitable CITE Pedagogy (2023) design principles, including co-learning and co-construction of knowledge in communities; supporting learner agency to tinker with, modify, and co-create tools; mobilizing computing and digital tools for social action; fostering critical consciousness; and building capacity to learn, participate in communities, and act for institutional transformation towards justice.
Methods
We utilized McKenney and Reeves’ (2021) educational design research approach (Figure 1.). Data was captured from a systematic literature review, student surveys, a faculty focus group [Phase one], and a "Play Fair" event in August 2024 [Phase two]. The Play Fair is a three-day event where TCs (N = 36) from various programs learn about CTDEL principles and play/tinker with different artifacts. The data collected from our inquiry was quantitative and qualitative in nature. Retrospective data and faculty and teacher candidate focus group data were coded using Dedoose; qualitative data from surveys will be analyzed using SPSS.
Findings
Findings from phase one revealed that teacher preparation programs needed more methods for teaching CTDEL concepts and skills. We found that the literature focuses more on students' experiences with CT rather than TCs’ interactions with CTDEL. There was also a need for more research on how technology can enhance understanding of CT. Retrospective data showed a deep interest in CTDEL despite initial skepticism about the nature of the artifacts and assignments. Phase one of our project suggests that TCs would benefit from sustained and hands-on experiences with CTDEL principles and artifacts, beyond the infusion into coursework. Given these findings, the "Play Fair" impact on TCs' interests towards CTDEL is hypothesized to be significant. In this way, we examine the opportunities that time provides to experiment and innovate as part of an ongoing practice of working with, against, and through technology (CUNY CITE Equity Working Group, 2023).
Significance
Our study could serve as a pilot program in urban colleges to refine CTDEL teacher preparation, which could be applied to all clinical experiences, focusing on co-construction of learning. We believe that, ultimately, our research will contribute to preparing TCs to succeed in integrating CTDEL into their future practice.

Authors

• Christine Rosalia, Hunter College - CUNY

• Sean Gregory Turner, University at Buffalo - SUNY

• Maria Mavrides Calderon, Hunter College - CUNY

• Alfonso Perez, Hunter College - CUNY

• Virginia C Gryta, Hunter College - CUNY

• Dominika McPartland, Hunter College - CUNY