CITE Framework 2.0
By CUNY CITE (2022)
“Traditional” Teacher Ed Content (TECs)��And “expanded” Teacher Ed Content (TECs)* ��*content areas influenced by computing, digital tools and digital life
Digital Practices
Computing Practices
CITE Perspectives
Mobilize crosscutting…
Preparing teacher candidates to teach and learn about, with, through, and against technology means supporting them to…
… and apply…
…to enhance and transform learning and practice around…
Our mission
Equitably and meaningfully equip teacher candidates to teach and learn about, with, through, and against technology
| ABOUT | WITH | THROUGH | AGAINST |
To support teachers’ learning | Teachers engage in conversations about technology, digital citizenship, and its impacts (from a user and teacher perspective). | Teachers learn with technology to help them explore concepts for themselves. | Teachers express themselves and their learning through their creation and modification of computational artifacts | Teachers to think critically about technologies to disavow, discontinue, dismantle unjust tech that shapes education, their own lives, and lives of students and communities. |
To support teachers’ pedagogy | Teachers strategically bring these conversations to their students. | Teachers teach with technology to support student learning and participation. | Teachers prompt their students to express themselves through creation and modification of computational artifacts. | Teachers strategically bring these conversations to their students. |
Digital Practices
Computing Practices
CITE Perspectives
CITE Perspectives
Recognition of injustice and inequity in computing and education I recognize how racial, class, gender, ability, language and other injustices shape my, my students' and their communities' experiences with education, technology, and technology in education | Affirming Learners When I incorporate digital tools, literacies, and computing into my learning and teaching, I affirm and build on the diverse experiences, identities, language practices, abilities, needs of learners and elevate historically marginalized students and communities' funds of knowledge |
Teaching and learning across disciplines �I feel equipped with the knowledge and skills needed to integrate CDLs and select and advocate for tools that support my learning and that of my students across and beyond the disciplines | |
Getting under the hood I and my students can both use and "get under the hood" (modify, create, explore the inner workings of) tech tools to further learning and teaching. | Critical computing I and my students question the value, impacts, and embedded assumptions of digital tools, push back against harmful ones. |
Digital civics and activism I and my students use and foster the use of computing as a tool for voice, sociopolitical critique, participation in communities, and activism | Creative computing I and my students use computing as a tool for expression, identity development, and art |
Teacher Education Content (adapted from CAEP & AAQUEP Accreditation standards and Linda Darling-Hammond (2021)
Teacher Education Expanded Content �(examples)
Example 1: Using data practices to analyze literature
�Adapted from the work of Dr. Cecilia Espinosa, Lehman College
Using data practices to analyze literature
Adapted from the work of Dr. Cecilia Espinosa, Lehman College
ABOUT
What comes to mind when you think about data sets?
What emotions do you associate with looking at data? Why?
Can looking at texts “quantitatively” help us make sense of and think more deeply about them?
Using data practices to analyze literature
Adapted from the work of Dr. Cecilia Espinosa, Lehman College
WITH
What do you see?
What do you think?
What do you wonder?
Using data practices to analyze literature
Adapted from the work of Dr. Cecilia Espinosa, Lehman College
WITH
What do you see?
What do you think?
What do you wonder?
Using data practices to analyze literature
Adapted from the work of Dr. Cecilia Espinosa, Lehman College
WITH - Getting more “under the hood”
Teacher candidates were asked to make their own charts using the Plotting Plots tool�
Some reflection questions for teacher candidates were:�
Using data practices to analyze literature
Adapted from the work of Dr. Cecilia Espinosa, Lehman College
THROUGH
Teacher candidates were asked to conduct their own inquiry with plotting plots
What texts might you want to explore using quantitative methods? To answer what kinds of questions?
In what venues might you share your analyses? For what purposes? Along with what other kinds of media?
How might you guide your K-12 students to do their own textual inquiry with the plotting plots tool?
Using data practices to analyze literature
Adapted from the work of Dr. Cecilia Espinosa, Lehman College
AGAINST
Teacher candidates were asked:�
Using data practices to analyze literature
Adapted from the work of Dr. Cecilia Espinosa, Lehman College
WITH - Getting “under the hood”
Go to: https://plottingplots.com/plots/
Pick a text on the list and then follow the directions on the page to create your own chart about a text.
After you create your chart, think about:
Example 2: Using ChatGPT to Generate Lesson Plans
�A speculative design by Aankit Patel
Generating a lesson plan with AI
Speculative Use in a student teaching seminar
ABOUT
What comes to mind when you think about artificial intelligence (AI) generating original text?
What emotions do you have about AI? Why?
Can having AI generate lessons plans help us make sense of and think more deeply about them?
Generating a lesson plan with AI
Speculative Use in a student teaching seminar
WITH
What do you see?
What do you think?
What do you wonder?
Live Demo Prompt
“Design an activity that teaches [student population] about [learning objective] with a focus on [framework / student data point / content area]”
Generating a lesson plan with AI
Speculative Use in a student teaching seminar
WITH - Getting more “under the hood”
Teacher candidates could be asked to engage in an iterative lesson planning activity with ChatGPT to create full lessons plans, differentiated activities, and assessments in 10 minutes.�
Some reflection questions for teacher candidates could be:�
Generating a lesson plan with AI
Speculative Use in a student teaching seminar
THROUGH
Teacher candidates could be asked to conduct their own inquiry, prompted by these questions:
What other aspects of teaching and learning would you want to explore applications of AI?
In what venues might you share your analyses? For what purposes? Along with what other kinds of media?
How might you guide your future students to do their own inquiry of applications of AI?
Generating a lesson plan with AI
Speculative Use in a student teaching seminar
AGAINST
Reflection questions:
Generating a lesson plan with AI
Speculative Use in a student teaching seminar
WITH - Getting “under the hood”
Go to:
Critique the lesson plan dialogue or create your own through a dialogue
After you critique or create:
Equitable and Meaningful CITE Praxis
Goals
1) Support, enhance, and transform the teaching and learning of Teacher Ed Content*
Digital Practices
Computing Practices
Equitable Teaching Praxis
… and leveraging crosscutting…
…by applying…
2) Prepare teacher candidates to teach and learn ABOUT, WITH, THROUGH, and AGAINST technology.
*including expanded teacher ed content around the influence of technology, computing and digital life/
Our Mission
How can CUNY programs prepare all educators to equitably and meaningfully integrate computing and digital literacies into public school classrooms?
Some questions to ask about the “connective tissue” of artifacts
Equitable Teaching Praxis
Co-learning and co-construction of knowledge in communities
Centering creativity and expression
Mobilizing computing for social action
Vetting and critiquing tools and tech cultures
Adopting expansive notions of learning
Supporting learner agency to tinker with, modify and create tools
What do we mean…
by meaningful…?
Meaningful is all about the connective tissue…
Teacher Ed Content
Digital Practices
Computing Practices
Equitable Teaching Praxis
What values, goals, and purposes brings these different components together?
What does the “connective tissue” mean?
Cognitive�CT
Situated
CT
Critical
CT