Module 1 – Brooklyn College

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  Posted by Sara Vogel, PhD. (she/her) on May 9, 2023 at 1:20 pm

  Reply to this post with a response to the prompts below by the module due date.

  • Introduce yourself with your name, college, role(s)
  • Share the rationale cards you kept in your hand all the way to the end of the game. Why did you keep these to the end? Why did you discard particular cards?
  • What connections can you make between the values you reviewed and the examples from people’s digital lives?
  • How did you interact with the game? What worked / didn’t work about our game prototype? Did you follow the rules as written? Did you “tinker” with the algorithm (rules) of the game? If so, how?

• Veronica Paredes (she/her/hers)

  Participant

  May 23, 2023 at 4:46 pm

  • Veronica🙂. Adjunct at Brooklyn College in the CBSE dept.
  • I chose to stick with cards 20, 18, 6,8, and 7 by the end. Although it was difficult to stick with only 5, I noticed some of the ones I had difficulty deciding in between, were similar. Or shared common values (ex: social justice, workforce development, etc.) so that helped base off my final decision.
  • One of the things that resonated with me from the article is the importance of translating abstract, thoughtful values-driven-structures like the CV Visions Framework, into actionable, real educational experiences and designs for students. The examples shared in the padlet translated and represent the framework’s abstract values into tangible projects that drive a more equitable and inclusive approach to computer science integration.
  • The game was fun and I appreciated a moment away from the computer. Not sure if I was supposed to shuffle the cards first or not but I did. I followed the rules the best I could at the beginning, but lost track of how many cards I was holding in my hand and began focusing just on making up the discarding pile first. Then I separated them into the pile I was super sure about and the contending leftover cards made up the pile I considered in comparison to the super sure pile.
  Michelle Ortiz (she/her/hers)

  Member

  May 24, 2023 at 10:51 am

  • Michelle Ortiz. Adjunct at Brooklyn College in the CBSE department. I teach a literacy course as well as student teaching seminar/practicum.
  • At the end, I had cards 6, 3, 30, 26 and 21. I held onto these specific cards because the visions behind each card was something I believed in. For example, I found myself gravitating towards the cards that suggested we should integrate computing and digital literacies because its a “program or be programmed world” and that we need to ensure that all of our students have access to learn how to be the programers. I also found that I selected cards related to teachers and students being able to have opportunities to learn to navigate the computing and digital world so that they can contribute to it.
  • I absolutely saw a reflection of the values that I selected and the ones that I read about. For example, I really enjoyed reading about the work behind Black Girls Code, Girls who Code and The Hack League. In particular, these stood out to me and aligned with my values of teaching computing and digital literacies to provide access to ALL our students, which will diversify the tech sector in our future.
  • I enjoyed the game! I did something similar in my literacy course except it was online (CS Visions) and there was less options to select. I thought this made it easier. Having five cards felt overwhelming at times because some of them had similar themes and I struggled to decide which one to keep or discard. Towards the end, I found myself holding onto more than five cards because I just wasn’t sure what decision to make. Overall, the cards were a thoughtful and engaging way to think about computing values!
  Edward Birzin (He/Him)

  Member

  May 25, 2023 at 1:08 pm

  Edward Birzin, adjunct in SEED at Brooklyn College.

  • I kept cards 3, 16, 18 21 and 28. I had 12 cards in my overflow pile that also aligned with my thoughts on why CSed. I started off with many social justice reasons but switched to reasons that were more individualistic because I somehow felt those motivations and reasonings might also be connected to the social justice rationales. I discarded many cards that I saw as redundant and others that were too open ended.
  • I truly do believe in teaching CSed, and the Chatbot world is a fascinating entry point. The article about critiquing chatbots was fascinating and was something I tried to do with an English course I led last semester. The difficulty I found was that the technology was so new to all of us that it became less about critiquing it and more about abusing it. The story Mapping was also an incredible resource and project. I see the social justice rationale heavily in that project.
  • The game was nice. I haven’t played with cards in a long time and I enjoyed the tactile and shuffling aspects of it. I did tinker a bit by having a lot more in my overflow pile by the end, but then I lost my nerve and tried to end within the rules of the game. What I like about having these nice cards is I can put them up on my whiteboard in my office and refer back to them when I am thinking about what my vision is.

   
  Yoon Joo Lee (she/her)

  Member

  May 28, 2023 at 3:42 pm

  Yoon Joo Lee, a full time faculty in CBSE at Brooklyn College

  I kept cards 15, 23, 24, 28, 37.  It  was hard to keep only five cards.  But as I was going through after first 10 cards, I noticed that some cards share some common values.  Then I made a conscious decision to keep the cards that are written in simple concrete terms.  I noticed I like the cards that include more concrete descriptions of how CS education will be translated into day-to-day classrooms instead of emphasis on big terminology such as social justice and equity (even though I truly believe they are important).

  I reviewed  the document Diverse Visions of Computer Science Education in Practice and got amazed by how visions and values that I didn’t select while playing the game can be connected to everyday teaching practice in diverse range of classrooms.  It was interesting to read how social media can have both positive and negative effects on lives of youth.  As I selected Card 23, I am drawn to readings related to ethics and safety in social media.

  The game was more interesting than I expected.  I followed the rule and always kept only five cards.  I didn’t deviate from the rule.  I liked the process of going through each card.  I haven’t played card games for a long time, so it was fun to do it.

   
  Betina Zolkower (she/her)

  Member

  May 30, 2023 at 11:34 am

  It was a bit hard to keep only 5 out of all those choice-cards given the fact that almost all of them offer good reasons for incorporating digital & computing tools and practices in teacher education. Eventually, I selected cards #: 5, 26, 29, 32 and 33 as the most relevant in relation to pre and in-service mathematics teacher education.
  Cristina Montagna, EdD (she/her)

  Member

  June 1, 2023 at 6:32 pm

  • Introduction: Dr. Cristina Montagna, Brooklyn College/CBSE, Adjunct Professor
  • Cards: The cards I kept included numbers: 5, 10, 15, 26, and 36.  I chose to retain these cards because they align most closely with the educational technology research I conduct, as well as the educational technology used in my undergraduate, graduate, and elementary school classrooms!  Cards that were discarded were either too similar in theme or were not as salient to my work as a researcher/educator.
  • Connections:  The seven values presented in the CS Visions Framework are aligned with the the digital projects presented in the padlet.  As such, these examples of digital lives/engagements, and their impact on our students’ education, support the many reasons why we should create with digital media in our classrooms and with our students.  Side note: I am intrigued by the methodology used in the development of the CS Visions Framework!
  • Game: The directions were clear and easy to follow.  I did follow the written rules of game: (a) I kept the five most salient cards in my hand; (b) I created an “overflow” pile containing five salient, but less relevant, cards; and (c) I also created “a discard” pile containing the least relevant cards.  I did tinker when creating a third pile of somewhat salient cards, a category that fits right in-between the “overflow” and “discard” piles.  I only wish I could’ve kept more than five cards!
  Jennifer I (she/her)

  Member

  June 3, 2023 at 12:20 pm

  Jennifer Ittah, adjunct professor in the CBSE department at Brooklyn College.

  • #10 – Being a good citizen in the 21st century means being a responsible, ethical digital citizen.
  • #11 – Youth shouldn’t just be consumers but also producers of technology. 
  • #13 – Tech is changing the nature of schooling. Teachers need to have knowledge and skills to navigate digital computational tools and literacies. 
  • #15 – Because when teachers can “get under the hood” of tools and technologies, they can better use and adapt them to fit their needs and those of their learners. 
  • #35 – Computing and digital tools and literacies can help teachers build on and sustain the cultural, linguistic and other practices of students and their communities. 

  I kept these cards because I notice in my 6th grade classroom that students have a hard time comprehending the impact of the power of technology. They need to learn that technology is a tool to be used for learning and connecting with others, and it is our responsibility to teach them that. We are living in a digital world and it is our job to help teach our students how to become responsible digital citizens. Some of the cards seemed repetitive, but I tried to narrow it down to ones that I connected with and ones that put the students and teachers on the forefront. I enjoyed this game and think that there are so many great points made for why we should integrate computing and digital literacies into teacher education. I think it would be interesting to have an opposite version of this deck!
  Jerusha Ahong (She/her)

  Member

  June 5, 2023 at 12:28 am

  My name is Jerusha Ahong. I work in Brooklyn College as an Adjunct with the General Science and Early Childhood department.

  -I held on to cards 9, 11, 24, 32, 43. I kept these cards for two reasons; 1.) They focused on integrating inquiry based learning/STEM with a cultural and economical approach in mind. 2.) It allows students the opportunity to “not be left behind” by tech and learn how to protect themselves online. This notion to keep up with tech is so important for our students futures.

  -I believe my values reflected how students can be empowered by inquiry based learning through the path of digital literacy. Students can be given the opportunity to know that they can create and explore. One card that stood out to me was #11. “Youth shouldn’t just be consumers but also producers of technology,” what an empowering idea to teach to our students. Allowing them to know they can change the course of technology. Giving them a chance to see that they are citizens of change.

  -The game was very effective in allowing me to narrow down my personal ideas on digital literacy. I always thought that incorporating technology in the classroom was important, but this allowed me to focus more on my own passion and how it can be translated into the classroom.
  Daniela Tirnovan (She/Her/)

  Member

  June 13, 2023 at 9:54 pm

  Hello Everyone,

   

  My name is Daniela Tirnovan, and I am an adjunct Lecturer for Brooklyn College, within the Childhood Education Bilingual Special Education.

  Cards: I kept cards 46, 9, 3, 28, and 29 because they centered on a combined value for teachers and students.

  I initially intended to keep card 32 but decided to discard it as I felt that 29 embodied much of the message in 32. I enjoyed this game a lot, although I initially lost track of the cards and had to backtrack. All part of the fun, I guess

  Connections: I connected the game with the projects in Padlet and the CV Visions Framework, particularly with card 46, which talks about integrating computing and digital literacies in teacher education because: ” it will help teachers better advocate for their learners, for equity, and their own professional interests.”