Transitioning a Culturally Relevant Curriculum Online: Adapting Blinded Curriculum for Emergency Remote Teaching

• In Event: Opportunities and Challenges in Equity-Centered Online Teaching and Learning in K–16 Computing Education

Abstract

OBJECTIVE & PURPOSE
When schools transitioned to emergency remote teaching, teachers could not continue teaching Blinded because of its reliance on pedagogical strategies and materials requiring face-to-face interactions. This included pedagogical approaches fundamental to equitable computer science learning: Universal Design for Learning (UDL; Rose, 2000), scaffolded instruction following Use, Modify, Create (Lee et al., 2011), and cultivating a culturally-relevant classroom and curriculum (Ladson-Billings, 2009). While effective for in-person instruction, the enactment of these approaches was a barrier to teachers transitioning the materials online. Our researcher practitioner partnership collaborated to transition the Blinded materials through iterative design cycles. In doing so, we maintain our commitment to cultural relevance and supporting all learners while providing teachers with the resources to enact Blinded during online teaching.

METHODS & DATA
When designing the new, online materials, our design-based approach included iterative cycles of material design and educator feedback. This included teachers in our virtual professional development using the materials and providing written and verbal feedback on curriculum artifacts from both student and teacher perspectives. This design cycle allowed us to receive feedback from teachers and our partners at the district level and make iterative improvements before distributing materials.

FINDINGS
We developed three types of materials to support online teaching: virtual worksheets, introductory videos, and a student project checker.

The selected platforms needed to fit within the existing structures of our partner district, which uses Google for Education. Therefore, we transitioned the worksheets onto Google Forms and Slides so they would be in a familiar format. Teachers identified Forms as the easiest modality for students working independently at home. Yet, Forms did not allow students to complete all activities, especially those using visual layouts recommended by UDL. Thus, Slides-based worksheets were developed for all worksheets with graphic organizers.

Throughout the design cycle, details were essential to ensure accessibility and equitable use. We maintained the visual cues on worksheets to offer multiple means of representation (Rose, 2000) and the task checklists allowing students to track their progress, especially if work is completed asynchronously (Figure 5). We also worked with teachers to identify required questions on Forms to ensure students completed the work without penalizing those who need more time.

We developed introductory videos for each unit. These videos provide teachers with the option of assigning work asynchronously, which is important for students who are sharing devices with family members or have unreliable internet. They also create an additional scaffold for students who need to review the content of the opening discussion.

Finally, we developed and released a student-facing automated project checking tool allowing students to monitor their own progress (Figure 6). The assessment tool gives students agency over their learning and the ability to ensure they meet requirements.

SIGNIFICANCE
Overall, the development of these materials ensures all students have the opportunity to engage with Blinded in meaningful ways during emergency remote teaching. Added to the culturally-relevant aspects of the curriculum, these elements help to maintain accessibility and the opportunity for all students to engage with computer science content.

Authors

• Merijke Coenraad, University of Maryland - College Park

• Donna Eatinger, University of Chicago

• Jen Palmer, University of Chicago

• David Weintrop, University of Maryland - College Park

• Diana Franklin, University of Chicago