Toward Equity in Computer Science Education: The Various Ways K–6 Paraprofessionals Conceptualize Computational Thinking

• In Event: Investigating Computational Thinking

Abstract

Computer Science (CS) education in K-12 schools has become increasingly important. As part of efforts to provide equitable CS education, school districts have begun engaging the younger audiences (K-5) in computational thinking CT). However, educators often lack the time or space in the school day to teach CS. In response, some school districts are beginning to rely on paraprofessional educators to teach CS education to provide equitable access to CS education, which otherwise would likely not happen. However, little is known about how paraprofessionals understand and conceptualize CT. This paper aims to describe the ways in which paraprofessionals conceptualize CT in order to be able to teach CT to elementary students.

Authors

• Aubrey Rogowski, Utah State University
  Presenting Author

• Mimi M. Recker, Utah State University
  Non-Presenting Author