Beyond Technology Integration

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Abstract
This chapter presents a case study of the redesign of Toying with Technology, an interdisciplinary course integrating computational thinking, engineering design, and community-responsive STEAM learning for elementary teacher candidates. Guided by culturally relevant and sustaining pedagogy, Communities of Practice, and Critical Friends, the course positioned community partners as co-contributors of knowledge. Data included candidate reflections and artifacts, course materials, observations, and partner documentation. Findings show a shift from learning about technology to designing with technology in community settings. Coding and robotics were more readily integrated than math or science concepts in hands-on activities. Candidate-created lessons and resources were later adapted and reused by community partners. The case demonstrates how community partnerships and collaborative design can support community-responsive STEAM learning and potentially contribute to early foundations for STEM workforce pathways.

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