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Setting a Vision for your CITE Initative

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This work was inspired by the CSforAll SCRIPT project, the CSforAll Visions Framework, and scholarship on CSed Visions (e.g Santo et al., 2019; Vogel et al., 2017.

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What’s the point?

Explore the values and rationales that could drive computing integrated teacher education, as a way to move towards a coherent vision for their institution.

This activity is meant to foster reflection, debate and discussion about the why it is important to integrate computing and digital literacies into P-12 education and teacher ed.

By clarifying our underlying values, we can make better decisions about what kind of learning experiences we want to support.

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Linking Values to Design & Implementation

Example rationale We should integrate computing and digital literacies into teacher education because...	Example design/implementation implication As a result, teacher ed might look different in these ways...
...…helping teacher candidates support youth to get under the hood and program computers (rather than just use them) can bring them social, cultural, economic and political power.	At the level of learning goals... Our coursework will have teachers not just using tools, but programming digital projects, and taking time to understand how they work. Teachers might also have opportunities to learn about computing’s applications across different industries and in the worlds of activism and civic participation. Teacher candidates should learn instructional strategies to help P-12 students “get under the hood” themselves.

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Linking Values to Design & Implementation

Example rationale We should integrate computing and digital literacies into teacher education because...	Example design/implementation implication As a result, teacher ed might look different in these ways...
...data practices can support teachers with aspects of instruction like learning about learners and communities, assessment, planning, and reflection	In our course and fieldwork, teacher candidates will use computing tools and strategies to collect, analyze, interpret, and visualize data related to: Student demographics learning about learners and community context student outcomes (learning, engagement, etc)

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Linking Values to Design & Implementation

Example rationale We should integrate computing and digital literacies into teacher education because...	Example design/implementation implication As a result, teacher ed might look different in these ways...
...it is important for teachers and students to understand dynamics around privacy in digital environments	In our course and fieldwork, teacher candidates will learn about how their and their students data is collected by the tools they use, and help their students navigate issues of privacy online.

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How does this activity work?

Part 1 (40 minutes)

Review the statement cards you receive
Put each into one of three piles: “high priority” “mid priority”, and “low priority”
Review the high priorities, those who selected can provide rationale
Discuss any trends you see.

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How does this activity work?

Part 2 (30 minutes, after “conceptual cohesion” activity)

Re-visit, revise, and, if needed, add to your “high priority” pile in light of the learning goals you noted down through engagement with other activities throughout the day
Try to organize your “high priority” cards into categories
Consider where and how different dimensions of equity are present or not in the “high priority” rationales you selected.
Document / capture your team’s priorities

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How does this activity work?

Part 3 (10 minutes)

Review instructional core section of strategic planning template
Discuss potential next steps for setting goals around the subareas in the instructional core section of the template

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Reflection

Purpose of Education

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Most important needs of your students and community

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Major initiatives in your learning community

Your Rationale

VS

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Background / For further reading

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CS for What?

Diverse Visions of Computer Science Education in Practice

Rafi Santo, CSforAll

Sara Vogel, CUNY Graduate Center

Dixie Ching, Google

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There isn’t one purpose for education, and there shouldn’t be one purpose for computer science education either.

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Educational plans and projects must have a philosophy... otherwise they are at the mercy of every intellectual breeze that happens to blow.

John Dewey, 1938

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Why Bother?

Our visions (should) shape the pedagogy we practice.

Decades of research on large scale instructional change backs this up.

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Coherent Instructional System

Core Values & Rationales

Student Learning Goals

Classroom Learning Principles

Curricular System

(course offerings, scope & sequence, curricula, assessments, extracurriculars, credit policies)

Teacher Learning System

(teams & collaboration time, coaching, PD, participation in professional networks, feedback routines, lesson study)

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Let’s look at some examples of rationales...

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CS Visions Impact Areas

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Personal Agency, Joy & Fulfillment

Economic & Workforce Development

Competencies & Literacies

School Reform & Improvement

Citizenship & Civic Engagement

Technological, Social & Scientific Innovation

Equity & Social Justice

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We should teach CS because…

...kids need to know how the digital world works in order to participate in it well.

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We should teach CS because…

...kids need to know how the digital world works in order to participate in it well.

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Citizenship & Civic Engagement

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We should teach CS because…

...we need to promote a more diverse tech workforce.

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We should teach CS because…

…we need to promote a more diverse tech workforce.

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Economic & Workforce Development

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We should teach CS because…

…we need to promote a more diverse tech workforce.

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Economic & Workforce Development

Equity & Social Justice

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We should teach CS because…

…it will allow youth to solve problems in their communities through technology.

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We should teach CS because…

…it will allow youth to solve problems in their communities through technology.

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Technological, Social & Scientific Innovation

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We should teach CS because…

…it will allow youth to solve problems in their communities through technology.

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Technological, Social & Scientific Innovation

Equity & Social Justice

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We should teach CS because…

…it will allow youth to solve problems in their communities through technology.

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Technological, Social & Scientific Innovation

Equity & Social Justice

Citizenship & Civic Engagement

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We should teach CS because…

…it will allow youth to solve problems in their communities through technology.

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Technological, Social & Scientific Innovation

Equity & Social Justice

Citizenship & Civic Engagement

What could this mean for classroom instruction?