Designing a Culture-Based Computational Thinking Curriculum for Urban Early Childhood Educators

• In Event: Saturday Roundtable Session 11:25 am
  In Roundtable Session: Leveling the Playing Field: Consequential Research to Create Equitable Outcomes (Table 14)

Abstract

This research introduces a culture-inclusive, systematic approach aimed at enhancing computational thinking (CT) skills among urban early childhood educators. The methodology includes pre- and post-intervention surveys, e-learning modules, and professional development workshops. Twelve urban early childhood educators from Baltimore participated in the study. The results highlight significant improvement in understanding and applying CT principles, underscoring the critical role of a culturally responsive, systematic learning process in teacher education. This directly influences how educators impart this knowledge to their students. This study contributes to CT education literature in urban contexts by emphasizing the need for context-specific strategies to empower educators for effective CT instruction in our increasingly digital world.

Authors

• Shahin Hossain, University of Maryland - Baltimore County

• Patricia A. Young, University of Maryland - Baltimore County