Sarah Lilly
ABSTRACT
This poster reports on the second iteration of a workshop to help elementary teachers create lesson plans that integrate culturally relevant computer science (CS) learning opportunities. Findings include revisions to the workshop from the previous year and reveal the extent to which teachers used supports for culturally relevant pedagogy to refine their lesson ideas. The presentation will discuss results and share workshop artifacts.
- Jennifer L. Chiu, Anita Crowder, Dwayne Ray Cormier, Sheila Mosby, and Eric Bredder. 2022. Co-Designing Learning Experiences to Support the Development of Culturally Relevant CS Lessons in Elementary Classrooms. In Proceedings of the 53rd ACM Technical Symposium on Computer Science Education 2 (2022), 1136--1136.Google Scholar
Digital Library
- Joanna Goode, Jane Margolis, and Gail Chapman. 2014. Curriculum is not enough: The educational theory and research foundation of the exploring computer science professional development model. In Proceedings of the 45th ACM Technical Symposium on Computer Science Education. ACM, Atlanta, Georgia, USA, 493--498. https://doi.org/10.1145/2538862.2538948Google ScholarDigital Library
- Matthew. B. Miles, A. Michael Huberman, and J. Saldaña. 2020. Qualitative data analysis: A methods sourcebook (4th ed.). SAGE, New York, NY.Google Scholar
- Elena Novak and Javed I. Khan. 2022. A research-practice partnership approach for co-designing a culturally responsive computer science curriculum for upper elementary students. Techtrends (2022), 527--538. https://doi.org/10.1007/s11528- 022-00730-zGoogle Scholar
Index Terms
- Refining Co-Designed Professional Development to Support Culturally Relevant CS in Elementary Classrooms
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