The Intersection of Equity Pedagogy and Technology Integration in Preservice Teacher Education: A Scoping Review

May 6, 2024

The Intersection of Equity Pedagogy and Technology Integration in Preservice Teacher Education: A Scoping Review

Abstract

Teacher education programs play a crucial role in developing teachers’ equity/social justice mindsets and technology integration knowledge and expertise. Scholars have advocated for merging these two areas to support common curricular goals and access unique learning benefits. However, little is known about how equity pedagogy and technology integration intersect in preservice teacher (PST) education. This scoping review aims to expand knowledge and understanding at this intersection with the goal of developing a foundation for future research and practice. Findings revealed that relevant studies focused on two main styles of pedagogy: (a) leveraging technology to teach about equity and social justice (i.e., tech-infused equity pedagogy), and (b) adopting a critical stance toward technology’s roles in schools and society (i.e., digital equity pedagogy). We provide a detailed description of these pedagogies and present useful systems of classification for related studies. We also present key implications of this work for PST education practice, policy, and scholarship.

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Authors

Lauren Weisberg
University of Florida
laurenweisberg7@gmail.com

Elizabeth A. Roumell
University of Florida
dawson@coe.ufl.edu

M-flow: a Flow-based Music Creation Platform Improves Underrepresented Children’s Attitudes toward Computer Programming

May 6, 2024

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M-flow: a Flow-based Music Creation Platform Improves Underrepresented Children’s Attitudes toward Computer Programming

Abstract

Because of the structural parallelisms between music and computing, it has long been suggested that coding music could be a good way for young children to engage in and learn about computer science (CS). Despite these suggestions, coding music has not reached a wider audience of young children, and the approach’s potential to engage them has not been thoroughly demonstrated. To facilitate the adoption of coding music activities, we created M-flow, a flow-based programming platform that allows young children to code music intuitively from the outset. Then, we developed a standards-aligned curriculum that teachers applied in their fourth-grade classrooms. Surveys indicate that children were greatly engaged, the experience successfully exposed them to and increased their self-efficacy toward programming. Our results indicate that with the appropriate coding platform, coding music can be a powerful way to engage children in CS.

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Authors

Yukyeong Song
University of Florida

Wanli Xing
University of Florida
wanli.xing@coe.ufl.edu

Alec Barron
University of California San Diego

Hyunju Oh
University of Florida

Chenglu Li
University of Florida

Victor Minces
University of California San Diego

Faculty Perceptions of E-Mentoring Doctoral Dissertations: Challenges, Strategies, and Institutional Support

May 3, 2024

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Faculty Perceptions of E-Mentoring Doctoral Dissertations: Challenges, Strategies, and Institutional Support

Abstract

Faculty members who e-mentor dissertations in online doctoral programs, or remotely as a result of COVID-19 participated in an open-ended survey about strategies that helped them succeed, challenges they faced, and institutional support they would find helpful. Consistent communication, individualized support, and structure were found helpful for e-mentoring dissertations. Faculty overwhelmingly cited time, workload, and lack of institutional support as challenges, and stated that institutions could help e-mentors by providing support with the process, research resources, writing support, and time and incentives for e-mentoring. The results are discussed with recommendations for institutional support for dissertation e-mentoring.

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