Public Group active 7 months ago

Computing Integrated Teacher Education (CITE) @ CUNY

Computing Integrated Teacher Education is a four-year initiative to support CUNY faculty at all ranks to integrate state standards aligned computing content and pedagogy into required education courses, field work and student teaching. Supported by public funding from the New York City Department of Education (NYC DOE) Computer Science for All (CS4All) program and private funding from the Robin Hood Learning + Technology Fund, the initiative will focus on building on and complementing the success of NYCDOE CS4All and pilots to integrate computational thinking at Queens College, Hunter College and Hostos Community College.

The initiative focuses on:
– Supporting institutional change in teacher education programs
– Building faculty computing pedagogical content knowledge through the lens of culturally response-sustaining education
– Supporting faculty research in equitable computing education, inclusive STEM pedagogies, and effects on their students’ instructional practices

  • Module 1 – QCC

    Posted by Jody Resko on June 4, 2023 at 10:35 am

    Hi, I am Jody Resko, from Queensborough Community College (QCC).  I am an Assistant Professor in Education & Psychology.

    I chose cards # 9, 13, 19, 30 & 33.  The cards I chose reflect my beliefs about the “why” of integrating digital literacies which center around our responsibility of preparing our teacher candidates in practical ways.

    I thought the process of choosing cards was interesting.  I found many cards that were similar which required me to spend some time thinking about what it really is that I hope to learn this summer.

1 reply
    • Anita Ferdenzi (She/Her/Hers)
      Member
      June 6, 2023 at 1:25 am

      Hi, I am Anita Ferdenzi, Education professor at Queensborough Community College.

      The cards I chose are #43, 34, 18, 30 & 35. The “why” expressed in these cards resonate with my view that teacher preparation programs can effectively prepare future teachers to meet the needs of all students through authentic learning projects that employ digital literacies.

      During the process of skimming through the cards I found that the pile grew when I sorted them according to my general beliefs about teaching and learning. However, the task of discarding cards became easier when I read through the  cards for a second time through the lens of the  valuable learning outcomes in a particular project. This process assisted me in identifying a common thread running throughout the 5 value cards I finally selected.

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