Increasing Capacity for K–12 Computer Science in High-Need Areas: Investigating a Supplementary Authorization Program

• In Event: Integrating Computer Science and Artificial Intelligence in Teaching and Learning

Abstract

To become participatory citizens in today’s technology-rich society, Computer science (CS) has emerged as a core student literacy. Despite national momentum for supporting K-12 CS, there are significant equity issues, and urban students, students of color, and students in high need areas are significantly underserved. To address this, we conducted a case study within the CS pedagogical methods portion of a computer science supplementary authorization program that supports new CS teachers who serve in these high need areas. Data were collected from pre/post surveys, weekly reflection, and unit-plan artifacts. Thematic analysis was used to determine emergent themes. A consistent, universal theme was that participants wanted more CS pedagogical approaches, and to have these approaches integrated with CS content knowledge.

Authors

• Mike Karlin, California State University - Dominguez Hills
  Presenting Author

• Jessica Zacher Pandya, California State University - Dominguez Hills
  Presenting Author