Module 6 — Queensborough Community College

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  Posted by Sara Vogel, PhD. (she/her) on June 7, 2023 at 4:07 pm

  Background

  The CITE Equity Working group has put together some resources to support faculty to think about equity in the context of designing CITE Artifacts

  • Equitable CITE Pedagogy: Putting it into Praxis – Long document on Manifold
  • Interactive version of our goals, approaches, design principles and moves

  Task

  • Feel free to annotate our document on Manifold with any noticings, wonderings, resources, and ideas you have as you review it! You will need to go to this site and create an account: https://cuny.manifoldapp.org/

  Then, come back here and share your responses to any number of these prompts:

  • What are some noticings / wonderings you have about how we’ve framed equity in CITE? Any feedback for us?
  • Where do you see connections between the spotlights you read last week and the ideas shared about equity in this week’s resources?
  • What are some of the inequities that you are interested in tackling as you design and roll out CITE artifacts?
  • After reading this, where do you think you might challenge yourself to go next?

• Rosemarie Cipriani

  Member

  June 13, 2023 at 12:32 pm

  So in thinking about what I read regarding Equitable CITE Pedagogy (I read the long version), I did see a number of connections between what I read and the spotlights that I chose in module 4 and 5.  First, with Dr. Tribuzio, I saw that she put into place the assessing of process not simply product, giving students a chance to receive feedback along the way and revision opportunities. This can them time for gradeless exploration and creation. She also was very frank about her project empowering faculty (in this case, herself) to learn and grow along with her students.  I think this allowed students opportunity to monitor their own work all the while having conversations around equity values while learning to use Scratch.  The idea of culturally responsive storytelling also can about through her lead up to the project.  I thought that she imparted an important concept of Vygotsky – The zone of proximal development taking the idea of language development and placing it directly with digital language development acknowledging how digital language can develop through the personal and social connection with a digital task and how one works to overcome the challenges of such task.

  I also connected Dr. Ascenzi-Moreno to the equitable pedagogy of the connection between social justice and literacy.  She incorporated racial equity in her read aloud work and showed how race, gender and power work themselves through media.  Through her project I could see the students learning to practice self awareness and recognize oppression in the way text is presented digitally.  As her students learned to judge for themselves digital texts, I believe that her students could come away with an ability to engage in issues that might be relevant to their communities and how digital tools or media may represent people of varying abilities, race, gender, creed, class, etc.  Even having her students track their own digital literacy experiences, usages, etc. gave her students an opportunity  to explore how content is represented and what problem or issues concerning digital texts that they may need to consider when using digital text in their own future classrooms
  Rosemarie Cipriani

  Member

  June 13, 2023 at 12:42 pm

  Response continued – I think what I would like to work on would be to support my learners to process any emotions that come with taking risks around computing or technology  and teach them to free themselves to grow as learners and believe in their own abilities and strengths.

  I definitely need to challenge myself to work on digital tools.  All the concepts that I read about on equitable pedagogy I try to  practice to begin with but not through the use of digital tools. That’s my next step
  Jody Resko

  Participant

  June 23, 2023 at 9:33 am

  Where do you see connections between the spotlights you read last week and the ideas shared about equity in this week’s resources?

  I think most (or all) of the spotlights that I looked at appeared to address equity in some way based on what equity means to them.  This was reflected in the design process of their activity or assignment.

  What are some of the inequities that you are interested in tackling as you design and roll out CITE artifacts?

  I think the number one inequity that comes to mind is access.  I believe that the first step is providing students access to the tools that they need to accomplish tasks. Inaccessibility is a barrier to learning.

  After reading this, where do you think you might challenge yourself to go next?

  In addition to making materials accessible to students, I would like to further explore incorporating students’ prior experiences into the activities that I would like to introduce.
  Anita Ferdenzi (She/Her/Hers)

  Member

  June 23, 2023 at 1:20 pm

  In making connections between the the CITE frameworks, and ideas about equity shared in this week’s resources, and the spotlight artifacts I explored, I noted that professors Tribuzio and Ascenzi-Moreno engaged their students in reflections and discussions about their digital lives and comfort level in using technology. Students were provided with assignments that allowed them to learn with assignments that allowed them to learn and express their authentic learning through technology. In essence, the students were invited to begin the process of adjusting their relationship with technology and perceptions of their efficacy in computing and digital literacy.

  I noted that both professors asked their students to think critically about different aspects of technology. In Dr. Tribuzio’s artifact, students were confronted with the marginalization and invisibility of the originator of the term “scratch” and its innovative creative process. They studied digital materials to gain an understanding of how computer developers at MIT used the method as a springboard for their adaptation of the highly successful “Scratch” program with no attribution to its African American originator. Through their creation of a digital story in which they portrayed  DJ Cool Herc‘s development of the scratch technique for mixing music, students tinkered with the program’s digital tools and learned how to create a story using the Scratch program. Dr.Ascenzi- Moreno first asked her students to think critically by looking inward and reflecting upon their social media habits. Students were provided with a variety of resource materials to serve as conscious raising tools to heighten their awareness of the role algorithms play in the type of information they are attracting, and the credibility of online sources.

  The inequities that I am interested in tackling as I participate in the design and roll out our artifact would be to build in an introductory component aimed at raising students’ self-awareness of their efficacy in using computational thinking and digital technologies and providing a reflection and efficacy-building task involving selected skills in these areas. In addition, I would integrate data analysis tasks to make meaningful connections between theoretical models related to bio-ecological environmental risk factors that may impact child growth and development with a focus on families living in under served communities.