This toolkit provides resources for faculty who are working to figure out what they want their teacher candidates to know and be able to do when it comes to computing and digital literacies in their programs.
CITE can look like many things, for many purposes. For example, learning goals might focus on helping teacher candidates…
- Integrate computing-enhanced pedagogies that elevate learning across core disciplines
- Teach new subject areas like computer science
- Address inequities in technology and computing education
The CITE Visioning Toolkit breaks down the process of developing CITE learning goals for your program into four sequential stages.
Use the flow chart below to find out where to start!
📢 Stage 1: Building Awareness
Do you have sufficient awareness and interest among faculty, and a committed program-level leader, to begin the work of formalizing a CITE program planning team?
Preview the key activities in Stage 1
- Introduce faculty to computing and digital literacies
- Invite diverse and representative participation
- Identify a program-level CITE leader
🤝 Stage 2: Establishing a Team
Do you have a dedicated CITE program planning team and a clear course of action that you will pursue?
Preview the key activities in Stage 2
- Form a CITE program planning team
- Establish collaboration structures for the CITE program planning team
- Create a visioning project plan
📚 Stage 3: Developing CITE Expertise
Do you have a shared set of values and expertise related to computing and digital literacies that are specific to this program, its courses, and your institution?
Preview the key activities in Stage 3
- Surface which CITE values are important to your program
- Engage with external guidance documents (research, standards, frameworks, curricula, etc)
- Invest in targeted faculty learning and research that are particularly relevant for your program
🎓 Stage 4: Drafting CITE Program Goals
Has CUNY Central affirmed that your CITE learning goals are clear, meaningful, and equitable so that they can be effectively aligned with scopes and sequences, curriculum, clinical experiences, etc?
Preview the key activities in Stage 4
- Build on institutional structures to support future adoption of CITE learning goals
- Incorporate internal perspectives (TCs, adjuncts, cooperating teachers, existing artifacts)
- Draft clear, meaningful, equitable learning goals
- Package learning goals into a legible format for specific audiences and purposes
