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I would always ask students to teach me what they know first - it empowers them, and I get an instant buy in. (I don't know many of the technologies our younger generations consider technology - tic toc etc.)

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This would help to personalize the response to address students' specific needs.

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"I would have TCs survey their students to find out the kinds of digital literacies/tools they are using. Then I would have the bring that data back to our class and we would explore how these literacies/tools reflect other types of literacies (speaking, listening, viewing, reading, writing). Then we would discuss how we could use some of these literacies/tools as places to support the teaching of our content."

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"I will use exit tickets (hopes and fears and questions) and then use that to respond in writing to each person - as well as use the data to make adjustments for the next week (using the technology) - either in using small groups to share problem solve or show how I was responsive to what was being shared."

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"I would provide these students with artifacts to explore the potential of technology in their classroom (just like we have done this summer!) My design will validate my students' concerns by making sure they feel comfortable and invested in every step of the implementation of my artifact. I envision small group tinkering and one-to-one check-ins to make sure that all students feel heard."

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"I think I would design, an interactive game that uses the content they are teaching. I would ask Maria and David to create a video introducing themselves or the content and specifically ask the students what do they about technology? Once they record the video - they will ask students and show them how to create their own video and respond to three questions: Why is technology important? What has been your challenges? How do you see yourself creating something new in the future for yourself?"

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"I would think about having the students describe ways in which technology has been useful in their personal/professional lives and overwhelming or harmful. I would them extend this exercise by having them describe how technology has been useful in the classroom for their students and how it has been challenging or harmful."

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I would design a lesson plan that includes the new technology that I want my students to use in their classrooms to model how the technology should be used in an elementary/middle school classroom.

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"I would ask my class to jot and note of Digital or other technologies over the next week and post it to a google form. I would also assign Coded Bias and then design the following class to take a look at what exists and if any questions emerge."

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"Assign a homework assignment for my class to discuss the benefits and consequences of using technology in the classroom. I would also challenge them to create an assignment where students use technology to support their thinking and a component where they make their thinking visible.

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"I would include readings and discussions in class that: exemplify and amplify student-centered, asset-based views of teaching; help TCs draw connections between their use and their students' use of technology; reiterate opportunities for students to use technology to create, to question, and to express themselves."

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We asked you all about your follow up actions and how you would design based on these students' statements, and you all delivered.

For the last part of this activity, we want you to challenge and push each other's design ideas further. Review the ideas that your peers shared and do the following:
1. Leave a comment under one idea that you'd like to challenge and briefly explain why
2. Leave a comment under an idea that you love and add your own thoughts to take it to the next level.

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"David I'm curious when is the last time that in your adult life you needed to write something on paper with ten paper or pencil and paper and why do you think that the skill is crucial for this generation"

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"David and Maria and completely value your opinion. It's understandable to want to naturally want to explore those types of feelings as we go through technology and problem solve together in technology is being utilized in the class is causing us to feel restricted or live in fear then no we can't we can't be learning just like our students were at the same time we need to work with growth in problem solving so so I want us to use a growth mindset to explore the technology "

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"That's really a great idea David and Maria can you please elaborate on your own point of view and right after that so that we can have a conversation so that we can pull apart what is arm the reasons for your point of view now that the main goal for this"

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"I love how passionate you are about this topic and that's what we're going to be doing in this class. Let's address and learn and discuss about technology in the different levels in different facets and personal use of bias hello who benefits from some tools"

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"I would point out the purpose of each "screen" and would immediately follow up with a simple activity where we use some kind of digital tool that allows us to do something that we would not have been able to accomplish without tech."

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"I have similar concerns about technologyI can see that there are many positive and negative ways that technology can be used in the classroom and I feel that my job as a teacher educator is to introduce my students to many different teaching methods"

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"Thank you so much for expressing those sentiments, I appreciate you. I'd like to put together a working group tonight to discuss this topic"

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"There are many aspects to technology and we do not know what all of them are and then we need to be selective in our use of technology there is always more to learn and it is up to us to find innovative interesting and enjoyable ways to use it."

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"The statements represent a 'fixed mindset' - something that as 'teachers' (new and old) we have to work through to show growth. In my experiences, if something (technology) is not allowing for our own growth - then we can revisit (or provide more choice). "

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"My frustration arises from what seems to be a defensive stance on these students' parts and a reluctance or unwillingness to imagine other possibilities."

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"After reading Davids comments about technology, I felt that I wanted to show David why using technology was beneficial for students. I felt the need to explain to David both sides of the argument"

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"We have an opportunity to explore our beliefs and assumptions about technology use and to try on different perspectives."

"I would say that I love how passionate they are about this issue and this type of conversation is an example of the types of discussions that we will be having as we engage with different technology tools in this class"

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Question 3 stated: What would be your response, if any, to David and Maria in the moment? What would be your goal in your response and immediate follow up?

Review the spectrum of responses that were shared, from prescriptive to open ended. Indicate with an up or down thumb which responses resonated with you.

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"I think these types of comments are perhaps driven by feelings of frustration, hopelessness, fatigue, anger, or confusion, often stemming from systemic oppression or from injustices that TCs have experienced in their own schooling, rather than from hope, understanding, and compassion."

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"I think David and Maria are probably saying these things to their professor because maybe they think this is just another fad that will go away within one year since technology is always changing."

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"Teacher across the nation are witnessing the effects of the pandemic in the social emotional and cognitive development of our students. To a certain extent David and Maria are reacting to the daily challenges that they face post-pandemic by blaming them on the overuse of technology during the health emergency."

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"I think their statements are from a negative or unfamiliar experience using technology. New tech and platforms can be quite overwhelming if you're just thrown into it."

"Fear of how to integrate, not feeling they are good with tech - possibly, or simply they may not want to add another task to there already busy teacher schedule."

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"What is driving their statements is that they are not familiar with technology or they do not utilize it in their daily lives. Plenty of people are not tech savvy and that is usually their preamble when trying something new on technology."

"I think it's feeling a little lost, like they're not fully confident about their ability to navigate all the tools. I've heard this a lot from colleagues, too, especially ones who are not shy about admitting that they are not tech savvy."

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"
Zoom can be really exhausting -- it's both inviting and off-putting. I've heard students say this as well but they still appreciate the convenience of a platform like zoom. But, zoom is only one part of technology."

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Question 2 stated: What do you think might be driving David and Maria's statements? Have you heard other people in your community or teacher candidates share similar opinions?

To answer this question, you all offered a range of reasons for why David and Maria may think this way. Some of you even made personal connection: "I think this way too."

1. Review the reasons that were shared. Indicate with an up or down thumb, which reasons resonate with you.

2. Reflect on the following questions and prepare to respond in the whole group:

What assumptions might we make about students as we read into their comments? How might we investigate these kinds of assumptions?

How would you learn more about the students' motivations?

We'll have 2-3 participants share their thoughts.

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"Concern and curiosity. I wonder where the hesitation to this is coming from. Perhaps their own discomfort or acknowledgement that engaging in a particular artifact could be a heavy lift."

"I'm always very concerned when I hear TCs express deficit-based views of children and youth, such as David’s perception that students today don't know how to write on paper"

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"Shocked at the narrow thinking these candidates have and share about technology. I wonder if they feel the same about the subject matter they will teach. This is worrisome because their fear will likely be transferred to their students."

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"After reading the scenario, I completely agree and empathize with the teacher candidate, David. I do believe that in a post covid world, we have been inundated with screens. I tend to be a bit exhausted with the screens"

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"My main reaction/emotion in reading this scenario is: I'm incredulous. I would ask David how often in his adult life he has been asked to write something on paper and how much of his free-time he devotes to unplugged activities"

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"I feel a bit disappointed that David and others are coming to this space with such negativity. "

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"I feel my heart clench a little bit because my carefully planned invitation to the wonders of integrating computational thinking and digital design is already experiencing push back."

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There was a wide range of emotions that were expressed in response to the question: After reading the scenario, what emotions and ideas have come up for you? Why?

1. Review the spectrum of emotions that were shared. Indicate with an up or down arrow which emotions resonate with you.
2. Reflect on:
- How might these emotions influence our response to the student in the moment?
- What are ways that you help to regulate your emotions in the classroom?

We'll have 2-3 participants share their thoughts.

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Recall: Teacher Moments Scenario (David and Maria)

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Recall: Teacher Moments Scenario (David and Maria)

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Imagine that it's Fall 2023, and you're satisfied with the artifact that you completed through CITE and you're ready to implement. You introduce the artifact with a preamble stating how important it is for teachers to use technology with their students.

One of your teacher candidates, David, raises his hand and says "I disagree. I feel like now there are just too many screens.. The pandemic was crazy and kids today don't even know how to write their assignment on paper."

You notice other students nodding along in agreement and another student, Maria, chimes in: "And since we're all exposed to technology to begin with, it's not necessary to actually go and learn new technologies because there’s not really a whole lot to learn."