Appalachian Coders: Building a Computer Science Culture in a Rural and Low-Socioeconomic-Status Primary School

• In Event: STEM and Career and Technical Education in Rural Contexts

Abstract

Students in rural schools have the potential to achieve at high levels; however, they need support to develop this potential. Research indicates a particular need in the area of STEM education. This study looks at how to enhance schoolwide instruction, collaboration, and assessment related to increased student participation in coding and computer science. Using data from the first of a 5-year project funded by the U.S., Department of Education, we look at the effects of participation in professional learning on rural schoolteachers’ self-efficacy for teaching computer science and coding, and their experience implementing coding into classrooms. Results indicate participation in systemically supported professional learning increased teachers’ self-efficacy for teaching computer science and the emergence of a whole-school computer science culture.

Authors

• Carla Brigandi, West Virginia University

• Karen E. Rambo-Hernandez, Texas A&M University - College Station

• Nancy Spillane, West Virginia University

• Blaine Pedersen, Texas A&M University - College Station