After reviewing the visual resource, “Powering Connections: Teacher candidate perspectives on Computer Integrated Technology”, please respond to the following questions in this thread:

What are your thoughts on the teacher candidate visual resource? What surprised you? What resonated with you? What other perspectives do you wish had been included?

After reviewing the visual resource, “Powering Connections: Teacher candidate perspectives on Computer Integrated Technology”, please respond to the following questions in this thread:

What are your thoughts on the teacher candidate visual resource? What surprised you? What resonated with you? What other perspectives do you wish had been included?

[Jean Marc Cadet (He/Him)]

<p style=”line-height: 150%;”>What are your thoughts on the teacher candidate visual resource?
<p style=”line-height: 150%;”>This reading is full of pictures, stories and descriptions explaining how the teacher candidate deals with some teaching experiences, especially when it comes to making learners understand the materials and need to find the best ways to do that. Rolla had to find the easiest way to communicate with her students by using Scratch to create interactive animation and games to address her students’ issues in grasping new sounds and letters in Arabic. Technology plays an important role in helping students learn course designs. It also gives better ways to connect with learners via visual aid.
<p style=”line-height: 150%;”>What surprised you and What resonated with me?
<p style=”line-height: 150%;”>I was surprised how Rolla used Scratch to assist learners with their issues. I am also surprised by how many digital and computing tools I need to learn in order to enhance my teaching strategies. In addition, the graphical parts of showing substance to make lessons enjoyable, not overpowering.
<p style=”line-height: 150%;”> 
<p style=”line-height: 150%;”>What other perspectives do you wish had been included?
<p style=”line-height: 150%;”>Certainly, the use of technology in schools has helped enhance teaching for decades. The graphical resource is amazing and transports us in other ways of viewing and understanding teaching. I wish we can include more quantitative and qualitative research to give CUNY students more possibilities to explore and connect the reality and the theory. What we learn in theory most of the time does not match our reality and this is why after years of studying students or learners still cannot make connections between what they studied and what they experienced in the market.

[Juanita Crafton (she/her)]

I love this visual resource as it gives one insight into the different challenges teacher candidates are faced with, and how they overcome these challenges to empower themselves and also meet the educational needs of their students. Through this visual resource,  I was able to see how technology was be used in a joyful and meaningful way to help students as they learn a second language or how diversity and equity can be integrated into a lesson to educate students about the importance of digital citizenship and safety. The goals from CITE pedagogy was clearly reflected in this visual resource.

A few things resonated with me. The first one was Evelyn’s story. I have come across a few teachers especially those who had been teaching for over 20 years who were intimidated when a Smartboard or even a computer was placed in their classroom. I remember one teacher who already had limited experience with a computer, was given a Smartboard. Thankfully she was not afraid to ask for help and would stay afterschool to empower herself in becoming proficient in using her Smartboard to enhance her teaching. Lisbeth’s story also resonated with me. It reminded me of my experience as an international student at Medgar Evers College. I was lost and flustered with all the information that was handed to me with little support from anyone.  Being a shy person and an international student, I was afraid to ask anyone for help in case they thought I was stupid. Unlike Lisbeth, I didn’t ask anyone for help, but navigated my challenges on my own. If I had to do it all over, I would have asked for help and spared myself all the anxiety I suffered especially when I had to use Blackboard and Degreeworks.

I would have also like to hear what the classroom students had to say about the impact of using these technology tools in their classroom. How did Rolla’s use of Scratch help her students? How did Warrick’s students feel about creating characters in a digital game to help them explore digital privacy? Did this exploration help them become better digital citizens?

[Gelonia Dent]

The teacher’s perspectives were informative on how they recognize and overcome their fear of lack of knowledge about using technology platforms. This is important as it enables them to help students overcome their fears as well. One key factor that is not emphasized in most of the examples is that you cannot break these tools and that frustration is a useless emotion in most situations. The process of elimination or ‘trial and error’ is a step in the computational thinking process and this is what is being exercised to resolve the issues.

The example poem of how algorithms can be biased highlights the question of how much teachers understand the ‘black box’ which holds these applications. This aspect of understanding technology is not addressed. Are teachers being prepared to cultivate interest in computing design and development in their students?

[Keshia James]

The teacher candidate perspectives were accurate in capturing what it can be like for many or most teacher candidates. There are times when you are able to make connections and apply what you have learned in  terms of the use of technology  in very meaningful and affective ways like Warwick and Rolla have. As well, there are moments when using technology can be intimidating and overwhelming as seen in Lisbeth’s and Evelyn’s experiences.  It is positive however, that the teachers were able to identify their strengths and grow from their shortcomings.
Lisbeth and Evelyn’s experience did resonate with me and took be back to when I was a teacher candidate. Coming from a different country  with very different exposure to technology did create many moments when I felt like an imposter in some of my classes. There are many instances when information regarding or requiring the use of technology is presented with the assumption that everyone knows how to use it   which is not always the case (not everyone is as brave as Evelyn or Lisbeth to seek help).  From the different teacher perspectives, we do see how when there is understanding of technology and an openness to explore or tinker without fear , teachers are able to tap into so many areas of creativity that can enhance students’ learning.
I share the same sentiments with Juanita and would really like to hear the perspectives of the students on how the technologies that the teachers used helped their learning.