Teacher educators are driven to develop and support the next generation of future teachers through exposure to subject matter knowledge, pedagogical theories and practices, and supervision of meaningful clinical experiences. CUNY students come from many backgrounds and present a varied degree of proficiency and expertise in their disciplines. Their engagement is the CUNY classroom is essential for their success. This is an especial challenge in the STEM fields where research has demonstrated that the US may be falling behind in the development of skills needed to be competitive in a global economy. Indeed, the pandemic has exacerbated a series of stressors, not the least of which is STEM anxiety in this new digital environment. Two Medgar Evers faculty will provide an analysis of students who are biology majors, childhood ed majors, and early childhood majors, all of whom are required to demonstrate their understanding and knowledge of STEM concepts. Examples will demonstrate how teacher candidates’ understanding the concept of Computational Thinking ideas and practices will improve without and with use of computing devices. Effective strategies will also promote social justice and equity for pre-service teachers (PSTs) in a post-pandemic world through creativity, collaboration, and communication.