In this age of artificial intelligence digital literacy has become an essential literacy it is the demand of time to fill digital divide that has emerged due to many systemic barriers. To prepare children to become successful in global technology field there is an immediate need in the childhood education, to prepare pre-service-teachers (PSTs) to engage K-6 students in computational thinking (CT) to promote 4C 21st-century skills: creativity, collaboration, and communication. Teachers well-grounded in CT, better prepare children for STM profession and overcome the digital divide The major goal of the research is to facilitate integration of CT into the elementary teaching practices to achieve standard-based learning across STM; and empower PSTs to incorporate CT in elementary school STM instruction. The study hypothesize that integrating CT will help PSTs overcome the math anxiety and fear for science. Providing opportunities for teachers to develop attitudes and skills in STM subject would enable them inspire their students develop interest in STM subjects. The PSTs at Brown College (Pseudonym) SOE include first-generation college-going immigrants, underserved and non-traditional students experiencing limited PD opportunities due to a growing digital divide. The Brown College teacher preparation program provides learning opportunities for PSTs to develop problem-solving (Polya, 1985), creativity, and critical thinking skills with CT (Yadav et al. 2017, 2016, and 2014). The projected outcome would improve teacher candidates' understanding of CT practices with and without a computing device. PSTs will learn strategic use of technology in the teaching and learning of STM by using digital and physical tools to enhance students' learning experience, communication, and doing STM (hands-on experiences). Applying CT to support the learning of mathematical and scientific inquiry process, and advanced mathematical proficiencies, PSTs practiced with Scratch Logo to write programs and algorithm to complete a task.