Developing a Culturally Responsive Computing Curriculum: Lessons From Moments of Seeming Instructional Failure

• In Event: Technology and Young Children

Abstract

This paper discusses the design-based research (DBR) process of developing a coding curriculum informed by culturally responsive computing (CRC). The first author, as a teacher–researcher, conducted eight ScratchJr coding workshops over four weeks with four children (ages 4–6) from Korean immigrant families. Taking an autoethnographic stance, we engaged in Bakhtinian generous reading to analyze assumptions and ideas underlying interactions among the teacher–researcher, children, and ScratchJr during the coding workshops. We identified two moments involving the participating children's transnational experiences and ScratchJr's agency when the workshops did not proceed in the way we had expected. We explore how these moments provide educators with useful insights into designing an early-childhood computer science (CS) curriculum based on CRC principles.

Authors

• Hyeungok Kang, University of Georgia
  Presenting Author

• Kyung Hwa Lee, University of Georgia
  Presenting Author