Overview

This program of study prepares teacher candidates for initial licensure in Digital Literacy and Computer Science (DLCS) for grades 5–12 and is an additional licensure pathway within the existing program offerings of the Woodrow Wilson Graduate School of Teaching and Learning (WWGSTL, formerly known as Woodrow Wilson Academy of Teaching and Learning).

DLCS is unique as a domain because its content has the ability to function as a toolset and a subject area. In this way, DLCS can be learned in combination with other subject areas. In this program of study, candidates undertake ambitious intellectual and creative work grounded in computation, narrative, and design. This program develops candidates' fluency in DLCS through work engaging computation, narrative, and design directly, and also engaging other domains through DLCS. This means that this program of study begins with candidates' articulations of a Subject Matter Focus (SMF) outside DLCS.

An SMF may either be pre-existing disciplinary expertise a candidate brings to the program (e.g. biology or literature), or it may be a more interdisciplinary line of inquiry, in analog to a research agenda or artist statement. This program introduces the structure of an SMF because:

  1. DLCS is a set of skills and tools to a greater extent than traditional content areas,
  2. Many teacher candidates will be coming into this program with disciplinary backgrounds outside of DLCS,
  3. and upon completion will likely fill positions in which they are asked to teach content beyond DLCS.

Given these factors, a Subject Matter Focus allows candidates to connect their learning in DLCS with their teaching and work across other domains. Through this work, candidates will engage the principles, pedagogy, and competencies underlying:

These competencies are engaged through an extension to WWGSTL's existing model of Challenges. In this extension, candidates engage in Core Questions derived from the Subject Matter Knowledge requirements and Professional Standards of Teaching expected of an effective, novice educator. Core Questions represent fundamental questions and ideas which candidates are expected to engage and pursue throughout this program of study and their career.

The design of this DLCS program of study is grounded in the principles of constructionism and situated learning. In particular, this means that candidates' time shifts from (a) emphasizing apprenticeship-style collaboration with more expert Faculty Mentors undertaking projects and facilitating programs to (b) emphasizing independent project and program work, under the supervision of Faculty Mentors.

This approach is illustrated below in a schematic representation of the breakdown of candidates' time as they progress through this program of study. Candidates begin by spending most of their time in facilitated settings, apprenticing to Faculty Mentor in projects, collaborations, and programs of Faculty Mentor's design. Over time, they tackle more of their own projects, collaborations, and programs, still under Faculty Mentor's supervision. Throughout the program, candidates reflect on their work through reading selections, observations, and annotations.

A graph of how time will be spent in the Kindling program showing more time dedicated to faculty-led experiences in the beginning, transitioning to candidate-led experiences toward, with time dedicated to reflection throughout.

A graph of how time will be spent in the Kindling program showing more time dedicated to faculty-led experiences in the beginning, transitioning to candidate-led experiences toward, with time dedicated to reflection throughout.

Candidates are supported by a team of Faculty Mentors comprising program faculty, their Supervising Practitioner, and individualized advisors with specific expertise relevant to their SMF. Each candidate will also be paired with a Primary Advisor from among these Faculty Mentors who will work closely with them throughout the program of study. Faculty Mentors facilitate and guide candidates by observing, coaching, and evaluating practice. Mentors offer this support primarily through weekly Practicum Seminars and Studio Sessions focused on the practical and critical elements of their work, respectively.

In order to ensure candidates acquire the knowledge, skills, and competencies new teachers need to be eligible for licensure by the Massachusetts Department of Elementary and Secondary Education, all candidates will:

  1. engage Core Questions in a Suggested Pathway to cover the Subject Matter Knowledge and Professional Standards of Teaching